001new seats >> because you don't have you know think about it if you get into a district you don't want to have it contingent upon the next year or the next year you know >> right >> you know >> all right it's 5:30 call the meeting to order and begin with the pledge of allegiance To the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Thank you. All right. Proof of giving public notice. Notice was given. We have all board members present. So we will not need to do any type of virtual participation. There are no public comments this evening. So we'll go right into committee reports. We'll begin with one second here. uh FPPC we had met
002on the 16th of January um and we talked about first out report and we have some subs we're working on and some janitorial is our big need right now but there's a headway coming through those uh but that's where we you'll see one higher than two janitorials that come up on that report uh the second piece is we went over the neola 35.1 update This update is in two parts. The part that was brought to the meeting was just your 2026. It was all those little minors that the administration can update and as a courtesy they brought that to us just to take a look at and that's what they'd updated. The other part of it that is board updated or board changes would need to be made or what we were given to read
003for the next meeting which will be in February. So that will be coming to the February meeting to review those. Um the next piece was a personal communication device that was brought in ways we might save money with either contracts or phones. And we had asked that we go back and take a look at um other ways of who uses the phones and what the uses are for. And the district was going to look into that a little bit more to give us more of a feedback or a proposition to the board to look at. So that should be coming in February as well hopefully. Uh, and the last piece, and I don't want to dive too much into it because I know there's an update down the road, but we talked about AI again.
004Um, there was a a couple things that I thought was um interesting, and I know uh we are working with our um uh Danielle over at uh Sussex. Sorry. >> She's from Milwaukee originally, but she's now a consultant. >> Consultant. she worked with us on our uh our goals that we had here and she had a really interesting thing to say about our AI um interest. So, I don't know if you're able to repeat her >> just on how we're we're talking about the how we do not want to lose our um instructional practices and our art of teaching and um to to hear our um staff and our administration talk about the importance of the model that we have in place that works so well here and you know interested in using and working
005with AI but not having it take over what we do well um and so how that can be part of that conversation and so we continue to have that conversation and she she was really appreciative of that and then we also talked a little bit with this group I met with her even just again last week and I'll see her again on Friday met with admin today I mean it's just been um a lot of really great warm conversations surrounding this topic and trying to do what's best for kids and um I think we had some really great what does that roll out look like for our community um and to stay ahead of that for our community so there's not panic. Um, and so we're we're building that, but right now it's the main
006focus is just our administrative team kind of getting our heads wrapped around it and taking a look at philosophically where are we as leaders and as educators um moving forward. So there's lots more to come in that realm and um we're excited to bring that to you once we have that ready to go. and then there's a foundation of an outline for the district. Um, and once that's finalized, we'll bring it be able to look it over and then hopefully submit to the board to look at as well. So, good things come and see what happens. >> Great. Okay. Thank you. Uh, finance. Okay. So, we met a couple weeks back. Um, we went did our normal go through spending and spending was on on point. Uh, we went through the financials. Um, if anybody
007looks closely, the only thing that's kind of, it's not goofy, but you know, we are technically halfway through the year. When we get to December, um, on our fiscal year, we're not halfway through on like you'll get salaries and stuff because the way teachers are paid, they get paid kind of a lump sum for the summer in June. Is that right? In June. >> Yeah, they get they get more in June. >> That's, you know, that's our biggest expense and we're at like 40ome percent. I think we'd be at 50, but it's but we're generally on budget on everything. Um, we talked a little bit what about um the janitorial stuff as well because that's kind of slowed down the ability to do um any kind of capital improvements and just, you know, I think
008Greg is usually pretty good about always having projects and getting stuff done and it's been a challenge recently because we've had such turnover in that position that he's kind of putting out fires and, you know, covering for people and things of that nature. So, that's been a challenge. Um, and then the last thing we spent a lot of time on, which Patrick's going to talk about in his piece, is that we have had um higher than anticipated costs on in special education. Um, and there's been, you know, a couple of situations that have have gotten more expensive than anticipated. Um, so that's probably going to be overbudget on the on the special education stuff. you know, I think Patrick and Tina and everybody are doing their best to try to mitigate some of those costs
009or at least minimize them. Um, but they are going to be higher. Um, so there's probably going to be a budget revision. Um, but we're looking for ways to to save in other areas. So, I don't think there's going to be anything presented tonight to necessarily modify the budget, but it's it's more a heads up. I mean, fortunately, we we you know, budgeted and and and taxed to the full authority. um we've got a cushion so to say in terms that we budgeted to put money into our capital fund. Um from my perspective and my I'm one of five, you know, I would think if we get to that budget revision that would probably be where we'd pull from if we had to pull from other spots, but um we'll go in detail on that,
010I think, in in the finance piece. >> Yeah, I can talk more about that. >> So, and that was it. All right. Thanks, man. Next, we'll move on to the consent agenda. Here again, I'd be looking for, unless anyone has a request to pull something out, I'd be looking for a motion to approve the consent agenda for items A through E as presented. So moved. Second. >> All right. Any discussion on the motion to approve the consent agenda? Okay. All those in favor say I. I. I. >> All those opposed. >> Motion carries. Thank you. Before we go to the next, can we read the donation? >> Yes. Thank you. Please do >> issue here. >> It was anonymous. >> It was an anonymous >> anonymous donation to the musical program for I think $425.
011So, if somebody's watching, thank you very much. Thank you. Thanks for reminding me that, Chris. All right, on to new business discussion and decision on 2627 open enrollment seats. So based on what um well on the special education side of things um our director of student services did a a comprehensive review of case loads uh which involves waiting students. Not every student is created equal in their needs. So um they break down each student by um how intensive their needs are. More intensive the need, the higher the waiting. Um based on the waitings and and what we currently have um we will will be accepting zero special education students as part of our open enrollment seats for next year. Um again uh we do we do consider class sizes, staffing levels and again the needs
012of the students that we presently have uh when we make that decision. Um any questions on the special education side of things? >> That's pretty typical to have zero. >> Yeah, one to zero. one to zero is pretty typical. Yeah. Um again, we uh the last thing we want to have to do is bring on additional staff uh to service open enrollment students. So, we always work within the existing model. Um and that's again why we use the waiting of the current students um and look at how they fit within that existing staffing model. Um, as far as the open enrollment seats, um, if you look at the board memo, uh, that I sent as a followup to my initial, uh, memo, uh, that kind of just started that planning process and done and doing
013some projections. Um, I looked at a number of factors. Um, one obviously is what is current enrollment? What is current our our current staffing model look like? What are our targeted studenttoteer ratios for um each grade band? Um, and based on that um I have um or the district has put together a a set of open enrollment seats for the 2627 school year. Just to clarify, these are new seats. Um these are new seats only. So if a student is already open to roll in um they are not part of this allocation of seats. Um it's a it's a common misconception but the idea is a family open enrolls in the last thing we want to do is is have undue um movement. Uh they want to have some reassurance that if we're going to
014open enroll kind of a decision for a family um there's assurance that that student can continue. So they become uh just kind of part of one of our enrolled students. So um kindergarten or K4 uh we will allocate 20 open enrollment seats. Uh, kindergarten 12, first grade 14, uh, second grade five, third grade 11, uh, fourth grade 10, fifth grade 10, sixth grade 12, uh, 7th grade 14, and then eighth grade 16. Um, again, a couple things to clarify on this. Uh, we can always re-evaluate later. If we want to add more seats, we can do so after July 1 and accept additional open enrolled students. We could also, if we take a look and say, um, our projections were a little bit off and maybe we have students that are moving into the area
015uh, and are going to be part of our resident population here and we don't have as many seats, we can always accept less, uh, than what we have listed, too. So, there is some flexibility in that. But based on our our projections right now, that's the number of seats we will have available for 2627. >> So we can adjust down. We can >> I didn't realize we can adjust down >> just if we're not within that if we if we designate zero. >> Now if we adjust down like if we cap it, we have capped it for the rest of that year. >> So later it can't be back up. >> Later it cannot be adjusted up. But if we were to say, hey, we had initially allocated 20 seats, we are at 14 and
016we're going to cap it at 14. That means that cap is solid through the rest of that school year. >> So, for example, we have four grade levels currently who we have class sizes that are are where they need to be and we wouldn't want them to have any more. And so, we said we will not accept any more of those grade levels going forward to the rest of the year. it will reset next year, which is why you always want to make sure that you're giving ample space to allow for students to come in. We sat down and went through the staffing plan to look at the ratios of what we have for staff and the classes that we teach and what we felt as professionals in the business, what uh acceptable. We don't
017have caps here at this district on class sizes, but we've we've experienced some class sizes that are too high. And so in our opinion um so we have we have kept them down this year um but have allowed for the space that we feel our staff and um district can. >> Is there any risk of if we say 20 in in one grade and we get to 14 in that example and then we say that's it we're going to stop. Is there any risk of somebody appealing to DPI for >> for placement in >> as as as long as we have justification like if we tell them and there's no hard and fast rule but if we say our target student teacher ratio for this grade level is X and we've meet we've met that
018>> okay >> that but then we're but then we're capping again just to clarify for the remainder of the year we couldn't allow another student or a different student in later on >> and a scenario like that would only probably occur if we had some students move into the district, right? So, you say you have 20 and we had six move in, then we would say probably at 14. We're not we're not going any further with that. And that's why we would have that now. >> What's our current enrollment kindergarten to 7th right now? Because 8th grade obviously doesn't count next year. >> Oh, it's it's kindergarten to 7th. >> Yeah. What I mean, so it looks like we're saying 124 new seats. Last year, from what you had sent, we approved 70. >> Mhm.
019>> And only got 46. Right. Am I? So I'm reading that right. And that's on So then this 124 would be if we had all What do we have? 112 this year. >> That sounds right. >> So that would be 236. if all 112 new open enrollled stayed. >> Is that am I like looking at that right? >> Yeah. >> Um again, we do look at the the staffing plan, >> right? No, no, I I get that. >> We're we're not like we're not we're not going to over extend ourselves or put our current students in a compromising situation where studenttoteer ratios would be outside of our comfort zone. >> How how do we read the charter? I don't quite follow the chart provided. It's not A plus B equals C in the third column
020necessarily. Like the first one, K4 says first column says projected enrollments 72. >> Oh, you're looking at the non arrowhead one. >> No, you're looking at the new one. >> Um, >> what's ever attached to focus? >> Yes, you see 92. >> Yeah, you're right. + 72 92. >> Oh yeah, >> math might not be >> like eight says 133 and then 16 in the middle column still. >> Let me pull up my actual copy and I'll I'll update it on the >> Got it. Okay. I was like, >> give me one second. >> You know, while he's giving that a question for you. >> Sure. So the only grade where I had a question was on K4. >> If the student toteer ratio is 18 to4, >> is that the desired or that's the
021anticipated? >> That's as high as we'll go for 4K. >> Yeah. Okay. The reason I'm asking is it almost seems like if projected with 72 and we're opening 20, that would mean hiring a new teacher potentially, >> not hire. So we we started when I first was on board here, we had five sections of 4K. We have reduced down to four because we our enrollment has gone down in 4K. That's a true statement for everybody in the area, right? So we are hopeful and we already are receiving information from um families now to enroll open enroll in um to our 4K program. So, we're hopeful that with our marketing and all of our the wonderful things that we're doing in our staff that an individual who is currently on staff will be able to teach
022that that section >> not having to do a new >> No, it wouldn't be adding for that for that to work. That means we're below our 18 student. >> Yep. >> So, right there's there's >> there's cushion already built in as the grade moves up. >> Do we need to worry about early childhood with that teacher though? Um, do we have numbers for that program? Cuz I'm assuming I'm thinking of the right person that she does half day of the early childhood and half day of 4K right now. >> So, if we didn't have early childhood students, then she could do both two sessions. >> Yeah, I'm sure that at North they would figure that out. I mean, I I that is not my world. I just try to figure out >> No, no, I
023get that. But I'm just saying, do we have to worry about early childhood? Well, we wouldn't have to worry about anything. We'll we'll figure out whatever we need to do for kids. >> All right. >> Just going to update this table for us all to review. >> And is that the the first column? So the if I just take 8th grade, it says projected enrolled is 133. Does that mean right now in seventh grade we have 133 students? >> No, we don't. It's that's something got transposed here and I'm trying to figure that out right now with my I mean for for the board the thing that jumps out at me if you look at that first column is just you know they talk about declining enrollment like there's there doesn't seem to be an
024end in that the next eight years. >> Well it does though. I mean if you look back at >> every number goes down. I mean, you start at one, you know, you're in the teens and >> but I mean 4K is not compuls. It's not like mandatory. So there are quite a few kids that probably don't go. >> No, I don't dis but I mean you get below 100 in second grade, first grade, kindergarten and yeah, well above 100 and all the others. So it's, you know, >> I have we do have 133 at seventh grade. >> Yep. We we do and I'm going up >> cuz they're our biggest class right now. >> I believe so in upper grades. >> Feel like I remember that from picture day seven. What would if we were
025at full capacity in all of our classrooms? How many do you know how many kids? >> All I know is this building used to be like 600 students in it. I mean, that's what from Moren's >> okay >> memory. >> I mean, I get that that also comes with a lot of other decisions, too, but I'm just curious how >> 600 we had like a house system. So you had two houses. So you had double teachers for each >> and we're less than 400 now down to third >> at 600 people. >> But I mean I remember last night bank was saying that they were at four something and then they went down to two in the like seven years. Is that one of them? >> No, I just I think it's a >> demographic.
026>> Yeah. >> Thing for this area basically. >> Yeah. census is is absolutely down. I present what it was last year, but I'm waiting to see it again this year. It's it's declining um just for families. And I think there's there's two pieces, right? There's the right sizing for what comes in and not trying to go grab. But I think also at this moment in time, there's a lot of unrest in this in the districts and we're doing something really well. Then the ability to come in here and have that opportunity for for the kids and have the opportunity to do things in this district that they're not able to do in other ones is a big plus for us. So excited to see the numbers even though some look like we're adding another teacher.
027We're just keeping them same. >> Right. Right. >> All right. I'm going to add the >> and if we were ever on that bubble, we would obviously have a conversation about it. you know, I mean, we're not going to just decide to hire a teacher. You know, we would have to come back to here and go, "Okay, this is we're, you know, we're kind of on that bubble in second grade, and if we bring on one more or two more students, we're going to have to open up another class." And and I I will say if, you know, that kind of stuff starts to happen, then we then we just have to look at sheer space because North I know, doesn't have extra classrooms to put kids. And I don't know where you're at. At
028at South, I don't think you've got that much extra space either. I mean, if we ever had to, we could talk about adding sections, but we've we were we're very comfortable with what we currently have. >> Yeah. With those five sections, for sure. When we have to push into that six, >> then that model that becomes a a thing, too. >> So, if you refresh in board docs, you can look at what I put in there. You >> say in board docs or email? >> Board docs. >> In board docs or I could send it to you via email, but or I could just read this. take it over here. >> That's not as pretty of a document, but it's the numbers are correct. >> I had two tables and one of the rows got
029transposed to the other. I hate when that happens. >> Okay. So, we don't want to take any in >> correct. I'm going to I'm going to re re I'm going to go through each grid again. Um, sorry. >> Okay. So, can you guys see that now? >> Yep. >> Yeah. So for K4, um the 20 seats is is accurate. Um that that brings the ratio in right around 18, which is our target. Um for kindergarten, um we have eight seats, which brings us in again uh same same general ratio of about 18. Um, six seats for first grade, uh, 14 seats for second grade, 23 seats for third grade, 13 for fourth grade, nine seats for fifth grade, five seats for sixth grade, 16 seats for seventh grade, and then you're correct. That eighth grade
030class is that that big class. So there are indeed zero seats for for eighth grade. Okay. So that at that total is 114. My apologies for the mis uh the confusion on that. So we basically need to prove this and then you have to fill out whatever to post this. >> Correct. Yep. >> Okay. >> Anybody else have questions? >> No. >> We would have to be specific on what those seats are and that as well as the uh zero seats open. We'll have to do be very specific on that word as well when we vote. >> Yeah. >> If we decide to vote that way. >> You can't just say read them off. >> He did just read them off. >> He did. Let's be >> I'll let you guys make the question. >>
031Yeah, we want especially special special education the actual number of spaces kind of case that established as well. >> Okay. So then at this point we'd be looking for a motion to approve the 2627 open enrollment seats as newly presented with updated numbers. the 114 seats for the 114 total seats. >> So moved. >> Second. Any discussion on those seats or the motion itself? >> Okay. All those in favor say I. >> I. All those opposed. All right. Motion carries. Thank you. All right. on to superintendent report >> and then a motion for the zero seats for the uh >> yeah for special education. >> Oh special education. Thank you. Yeah motion to approve zero special education seats for next year. >> Second. Any discussion? >> All those in favor say I. >> I. >>
032All those opposed. The motion carries for zero special education seats for next year. >> Thank you, Mr. Clerk. >> Thank you. Now, we're on to the superintendent report. >> Yes. So, I uh district updates first. Um I just want to say just a quick shout out to this board. Um the level of appreciation that I and my colleagues and our eighth grade staff and and students have for you um for being allin. Um, I think I think it's important to have a board that's all in on everything that's going on in in the schools and this board does that. So, I appreciate that. We had our first round of eighth 8th grade capstone presentations and interviews um that took place this week and the board came in and interviewed and listened and had great conversation
033with our eighth graders. And I've never been so proud of a group of young people and adults um working together and seeing that in um full fruition as as we were um this week. So um ultimately we all know that the portrait of a graduate is really focused on that eighth grade graduate and what does that look like at H Heartland Lakeside and what do we as as adults in the room and then as the experts feel that an eighth grader should have when they graduate from here. And so we started there and built it backward. And um what they shared with the board was all about them, all about me. Um so who I was, who I am currently, and who I'd like to be. Um a lot of the focus for the kids
034afterward and their reflection and even some of their reflection with this team was um gosh, I've never really stopped to take a step back and look at what my future might look like instead of just living in this one little moment in time. Um, and then I think that to bring that that further through, um, today I met with the administrative team and Sarah brought the, um, scoresheets that you all had filled out in the comments and Dave and Heather were there. Dave and Heather are are um longtime principles in this district and employees and they're reading through them and the rest of us are all hellaoo and you can just see them just looking at the papers and reading about them and there was just this heartwarming smile and feel because they know those
035kids from when they were little and now they see this into full fruition and to who they've become and what they're saying and what they're writing. And it was a beautiful emotional moment for all of us to be able to go, "Wow, this is great." And and some some thought there to share with the staff who also were vital in that growth process. So, um, talking about how we share that out with the rest of our our school community. So, again, just your support and your care enough to show up and be there. Um, I I don't know that you know how rare that is. So, um, thank you. So, thank you for that and your continued continued support of that. Um, and then the other piece that you may notice out on our social
036media, we've got this great wellness initiative happening within our food service and really trying to beef that up and the vegetables and the fruit and trying to make sure those those pieces all make sense and be creative about it. And we had just a great around the around the world in 80 trays which was really sweet. And uh the students mostly loved the strawberry milk. Um uh that was their big favorite this week, which is just all homemade um goodness from fresh strawberries and um milk. And so uh just a big shout out to Chartwells for giving us those opportunities and really digging deep to provide better opportunities for student health um on there. So without further ado, then I'm going to go ahead and ask my team to be here. I've got a whole
037group. Um, we've talked a lot about this understanding of AI and and where we're at with I'll let them kind of get set up while we talk through the intro on this. Um, we really don't want to put computers and devices and things in front of students without talking to them about what it means and what's your digital footprint and what does it mean to be a good citizen online and what you write and what you put online stays with you and do you want do you want that for yourself and all of those pieces. And so this group has been working tirelessly um through the portrait of a graduate to really um highlight and through our through our strategic plan frankly to highlight the importance of digital safety citizenship and what we're doing kindergarten
038through 8th grade. So it's not just middle school taking a look at it. We're introducing it from a very early stage. And um we've got um Lisa, Ally, and Sarah here today. All teach different areas of this grade level or yeah, oversee it. Um and then of course, Mr. Rich is here um as well. So um from there, Sarah, I'm going to go ahead and let you take it away. >> All right. Yeah. So, we're here to just tell you the update on digital citizenship um and how it's looking um mainly 38 right now, but our plans for kind of building the foundation a little bit earlier, which we'll talk about. Um so, just the why I think just making sure we understand why we're teaching digital citizenship and I just this quote was from
039DPI and we thought it was um important. So safeguarding children online stands as a fundamental objective for school districts aligning with the Wisconsin digital learning plan and the Wisconsin information and technology literacy standards. In today's world, this is the most powerful one. Technology is an integral part of students lives and is essential for all of us to ensure their secure and responsible handing of digital assets. So again, that responsibility um and um it's a team effort that's for sure. And then also I just wanted to say that we have our long range library plan. Um and um these goals support um some of our building instructional partnerships. Um the specific goal of building instructional partnerships specifically withformational literacy, digital citizenship and the active use of technology. Um so the topics that we are hitting on
040with um the students are the two standards which Wisconsin students navigate digital and world safe digital the digital world safely and responsibly and then Wisconsin students ethically explore digital spaces. So those are the two standards and then DPI also has um these topics um that we are hitting on age appropriate content, cyber bullying, screen time balance, digital footprint, digital relationships, open communication, privacy and security, safe gaming and social media. Um so those are all recommended by Wisconsin DPI that we're pulling our stuff from. And then just so you know, um our um the resources that we're using is Common Sense Media, Cyber Civics, Be Internet Awesome, and Self-Created Lessons for Practice. And these are all recommended from DPI. So that's what that's what we're using. So I'm going to pass it off to Lisa and
041she's going to talk about third grade. Well, thank you for letting us come in and give you a brief overview of our digital citizenship program in the library. So, this year I've been teaching third grade and we've been primarily using cyber civics and the common sense media. Our goal is to give students tools to make thoughtful and responsible choices online before habits are full formed. So as we began we noticed that there is a wide range in in students experience online. So some students are already spending a great amount of time online with very few limits while others have technology free homes. So the range is very noticeable when you start talking to the kids. However, one thing that really is a common um thing between all of the kids is that they have very
042little foundation or understanding about the con concepts of what it means to be online and what it even is to be online. Some of them really think just being on a computer is online and don't know how to make any comparisons once they get there. So because of this we intentionally began with our cyber civics which um kind of takes a step back and gets a common framework for the kids where they talk about values that they're already very familiar with in the classroom and in life such as kindness, responsibility, cooperation, self-discipline. And we this year we tied that to the portrait of a graduate and kind of looped in how all that came together and then looked at how that would work online for them and what the differences are. Um and it really
043helped them recognize that digital spaces bring new challenges and require much more intentional decision making on their part. So we also use common sense media. Um this is the third grade sequence. However, I did have to go back to second and first to kind of catch them up, but this would be the goal going forward. And it covers things such as safe passwords, what's okay and not okay to share online, digital footprints, or the fact that online actions are permanent, whereas in today's world, you can make a mistake and it's really forgotten quickly in the real world, but online those things stay potentially forever. So, um, and we're also beginning to introduce the idea that mag many digital platforms are designed to keep users engaged for as long as they can and very monetarily incentivized
044to do so. So, our goal is not to overwhelm students or create fear, but we want students to understand that they have control and they can make safe, thoughtful choices about how they spend their time online and how they present themselves online. So this is the strong foundation we're trying to build in third grade and then I will let talk about fourth and fifth. >> All right. So I teach the third, fourth, and fifth grade kind of going forward with the digital citizenship piece. And um I actually this is my first year in the library, but the past seven years I've taught third grade at South. So I'm familiar with a lot of those students and kind of where they're coming at from what they understand about technology and what kind of the gaps are.
045So, primarily with fourth and fifth grade, we've been starting from the ground up and building on these six kind of foundations from common sense media. Um, each one of the lessons is like 15 to 20 minutes. It comes with slides, a video, an activity for them to do, or something that I'll supplement that I'll create that'll have them kind of put it into practice. So, it's really nice. They're very engaging. They're very um good conversations and discussions that we have and a lot of things that I'm learning about what they do or do not know about the internet. Um so there is a quick little video, it's like one minute um from their website that just kind of gives a little bit of an overview. Oh, there it is. The digital world is moving fast.
046For today's students, that means new opportunities and new challenges we never imagined. But kids and teens shouldn't have to face this moment alone. Introducing the digital literacy and well-being curriculum from Common Sense Media. It includes expanded topics like AI, design tricks, and influencer culture. flexible lessons with fun play-based activities and a human- centered approach with kids mental health in mind. Plus, support for schools and interactive family activities and resources. The curriculum is created for and by teachers, researchbacked and 100% free for educators everywhere. Their world is digital. Their well-being is human. You can give them the skills and mindsets they need to thrive. Um, so like Lisa shared with the third grade, this is kind of a overall lesson sequence for fourth grade. Up to this point, we've gone through lessons 1 through eight and
047fourth grade. So it's we usually do it once a week. I see them for an hour a week total. Um half of that's library skills and the other half of that is the digital citizenship and just online um you know using Google slides using different platforms searching databases how to you know browse the library all that kind of stuff as well. So this is just a small piece of it but I think it's really important for them to kind of you know see going forward what's kind of their online presence and what that's going to be in the world. So yeah, our kind of goal for the rest of this year is to get through the rest of those. Some of them are shorter so we can kind of combine them here and there, but
048lots of really great topics for them. >> And then just a really quick like insider look at a lesson. This is a fifth grade lesson that we did last week on their risk online. So, we've been talking about like scams and scam calls and scam emails and how do you notice if something doesn't seem right. So, they always have like a lesson goal. What are we working on doing today? And then have a lot of discussion questions weave throughout which the kids do a really good job of. And then it will give us some vocabulary. And then like we have an action item. So they have to look at this and they have to pick out what are the things in this email that kind of indicate that it's a scam. Can you tell me?
049And then we kind of share out from there. So then we kind of discuss, okay, what are the red flags here? Why do those things show that this might be a scam? What should you do? Um, >> yeah, lots of really great kid-friendly ways to talk about it. And they're very smart. They know a lot about more things than they should sometimes, but it's really really nice to just kind of take them through that. We always end kind of like with a summary. So, what is the goal I want you to take away from today? So, we talk about warning signs and red flag feelings. What do I um what can I do when I'm online and I see something that doesn't look right. Another thing that we've kind of been using is if you
050remember highlights from when you were little or your kids were little, um they have a partnership with Google where they have a special edition magazine that is just on digital citizenship. So it's got the stories, the games, the activities inside of it, but they're all focused on being online, but it's nice to do it in a way that's not online. So they're not like practicing all of it on their computers. um commits. >> So yeah, that's just kind of one of the the fifth grade lessons. They all look pretty similar across the grade levels. The sequencing from grade level to grade level kind of builds on it each year. So they do cover some of the same topics just as refreshers. >> So they go a little deeper. Yeah. >> Noticing the middle school stuff.
051>> Yeah. So along with the highlights magazine that Google put out um as well, this is another one of the recommendations from DPI is a almost like a video game. It's called Interland. And each one of the worlds has a different um purpose. So as we progress through the lessons from Common Sense Media, we tie them into these four key components of the Internet Awesome. And each game they have to answer questions like, "Okay, you got an email that asks for your password. what should you do? And then there's like choices and then if they get the correct answer, they move forward in the game. Um they're just fun little action pieces that the kids, you know, like to do to kind of put it in practice and then I'll turn back over to Sarah
052and talk about the middle school update on middle school. So we've got this advisory time, we have um graduate time, we have arts, which this kind of fits into. So, I just kind of broke it up into kind of where kids are getting things, but advisory, they're talking about privacy, personal information, a lot of the same things, just going a little deeper. They're hearing it again. They have, you know, they're developed in technology even more, so they have kind of a new context um to be thinking about these things. Uh fishing, respectful behavior, misinformation, screen time, and mental health, and then boundaries. Um and then in com arts, we really focus on the research piece. So using search engines um effectively finding reliable sources um finding bit balanced and fair research and looking at both
053sides before you make a decision and then plagiarism and citing sources. Um and then we've got our digital marketing marketing class that also hits on this. So, sixth grade is getting um just understanding more of that safe and unsafe here and then presenting and communicate um digital safety. Seventh grade digs into more ethical things um as they're creating their projects. And then eighth grade, same thing, more of the ethical things. And like if you are um creating something online, are you taking someone someone else's work and just thinking through those? So that's an overview, but you can see this in action here. Sixth graders created online safety infographics. So one did how to protect your information. Another group did how to make a strong password. And then this one I love the five-step process to
054making screen time go down. So kids actually are giving other kids um suggestions. So that's always on the Z. And then in eighth grade they made a ethical influence contest content checklist because influencing is like a big thing. I don't know a lot about it but it's their world. So like influencers have to think about things and make sure that um what they're doing is is ethical. Um so just to end, we um have thought about what our next steps are because again this is year one of really putting this all together um being we're being a lot more strategic with it now um and where we would like to head. So Lisa, you want to talk a little bit about K2? So in noticing the wide range of where students are at, I think
055it would be very beneficial and we have touched on it a little bit in the library just um showing students how to use databases that are curated and secure and how to use the library catalog, but starting to introduce some of these concepts and vocabulary to them at a younger age. Even just the common sense media has great ones that I wish they had had by third grade so they could be on the same page. >> So can we have and then for 35 we have parent outreach but I think that's a goal for our whole district is just helping parents with some navigate a lot of this. Um so something that's on our radar and then obviously to continue to develop and adapt our lessons. Um, and same with 68 is just to really
056build on their current lessons, but also transfer into the different content areas so they see that this is a something you have to be in all the time. >> And just a little extra about parent outreach. It's just so important to get parent buy in because they're the ones who are supplying the median and if they're not understanding the risks and once one child has something and it grows, it's very difficult for the for parents then to go against that. if everyone's on Snapchat and that's the social way everyone's communicating to have one child nod. So the more that you can get parents parenting to this it >> any questions or things you're wondering >> it's great >> hopefully this video overview of what's going on right now. >> I will just add to it.
057I just had a great conversation with a couple people today about um how we're going to next steps maybe in the spring with what we're looking for is um bringing in our um community now into how do we connect with our community and particularly Hartland PD and so they have a program um and we're looking at the middle school and the possibility of coming in and the effects of what happens if you do X and also what to watch for. I mean, there's there's there's danger out there, not to be scared of it, but to be aware of. And they've got a great program. And so, Jeff Gross is working with um H Heartland PD through um or Eric Gross, not Jeff. Eric Gross. I because I've got two Yeah. Eric, Eric Gross and um
058Lisa Strock um meeting together to kind of try to figure out how we can bring them into um um grade levels, sixth grade, seventh grade, and eighth grade to have kind of an assembly feel of the cautionary things that they may have to think about from from law enforcement. It's just again another great community connect piece. So, um thank you so much for bringing this and and doing the hard work to get this in place. What a great job. And I I mean I know because I'm in the building and see but to have you present it and bring all of this forward I just kudos to you. Thank you so much for all that you do every day for kids. Really appreciate you. >> And I would say we did interviews and I had
059five or six eighth graders that I interviewed and two of them brought up digital foot. It was very it was a hot topic in that process that they enjoyed and remember. Yeah, I had one that stuck out that they were saying that um since the class they are very aware of what they're posting and making sure they have permission from the people in the picture and that they're not afraid to ask other people to take down a picture they don't like. >> Okay, that's right. >> And I was like, "Wow, that's awesome. I keep doing that. That is so great." Like >> you're just snapping pictures like crazy. >> And that's what she said. She goes, "I used to not think about it and I would just post it and then now I think about
060it." >> Yes. Thank you. >> All right. This is great. >> And just wait till you get the third graders into these interviews when they get to 8th grade. That'll be I think it'll be a whole year. >> Yeah, it's really impressive being that it's the first year, too. I mean, that's it's great. >> Yes, these ladies have went and yeah, >> gotten a couple sneak peeks from the fifth graders. Ever'll come home and show me every once in a while. I'm like, "Okay, that looks pretty cool." >> Not a lot of your children. Excellent. All right. Thank you. Uh, sure. Sure. >> Yes. Yes. You may. Absolutely. Thank you so much for taking the bag. >> He put it in his backpack. It's like a white bag of all these pigeons. >> I'll ask
061for the sick. >> All right. Next, we'll move on to transportation. >> Transportation. Yay. I um after three years of a lot of work and a lot of time and energy, I am happy to say that we have come to a um next step in our transportation here at H Heartland Lakeside. Um we we just for a little bit of history as you know if in case people aren't aware I do think it's important to go back and give that little history lesson. We recognized early on that there are people riding the bus and we had hazardous zones but we didn't have the paperwork for the hazardous zones and so we had to kind of take a look at that. We got that in place and we made some decisions. Um and then we had
062um we're starting to look at the contracts and trying to figure out well how do we how did we get where we are and we're sharing buses. We've got this shuttle situation out here and we're the last tier and we're starting later and we're getting out later and how did this happen and then the shuttles really became our primary focus. Um trying to no longer have that safety concern out there. Um and so we started going to the table and asking how do we you know how can we fix this? what do we need to do? And and everybody at the table, and I say the table, I mean all of the the feeder schools at Arrowhead all sitting at the table having the conversations and it's like, well, you know, we've done this for
06320 years. This is where we're at. And um I'm like, well, it's it's not really working for us and so we've got to figure this out. And um so we we continued to work and then we had the incident um in January and then Chris and Matt got involved with the busing company and we started taking a look at things and that's when we started to discover that things in the contract and the agreement maybe weren't completely tied together. So we take it back and and Arrowhead's the fiscal agent of the contract. So they have a lot of authority over the contract that um maybe wasn't recognized previously. and we have seven other feeder schools. And the way the tiered systems work, everybody, you know, some were happy, some were not. Well, we're back to
064that. Some are happy, some are not. What I will say is I'm worried about H Heartland Lakeside. Um I am encouraged and excited about the opportunity that we now have in keeping our children safe. And um I know that I have families out there who don't ride the bus because they are afraid of that shuttle, because they don't want to have that transfer. That shuttle and transfer will not be there next year. good. We are we are no longer going to have that as a uh situation. We also are looking at a split um time start and stop for Northshore Middle School against kindergarten through fifth grade. We don't have that solidified at this time, but it won't be later than we are currently and it it will be earlier than we are currently running.
065Um but I can't quite tie us down to a time yet. Um I'm thrilled. I'm I am um I'm pleased for H Heartland Lakeside and the opportunities that we have moving forward. So to everybody that came to the table on a regular basis and kept looking at where we were at, we went I mean Patrick did a great job of just putting kind of some of that pressure on went out to bid, got a RFP for a whole another busing company and we were ready to go and try to figure that out and what that was going to look like for our district and all around all around the um the table. Um this this is this is great news for Hartland. So, um I just wanted to share that excitement tonight and just be
066proud and happy um of how we move forward. Um next month, I wanted to give us to some space. We've got some decisions to make as a board, but I want to be able to make sure that particularly Morgan and Matt that I'm able to give you that historical information. Um our other three board members have been here and were part of kind of all of that decision-m, but I'm not sure that you're up to speed entirely on what we what has been done as spectators. you remember kind of how some of that went, but I'm going to really dial that out. And Patrick and I are trying to get some numbers yet from um DMman on ridership and and and cost and all of that. So, um look for that over the next couple
067of weeks so that we can dial that in a little bit so this doesn't become such a large conversation. Okay. Do you have any questions about the transportation? I Yeah, I'm just I'm thrilled. It's been a lot of work. A lot of work. a lot of time >> getting rid of that is is amazing and I it might be a little bit uncomfortable things to do but celebrating the fact that we're not going to have kids at that transfer point and eliminated great job and way to pull those and get in there and make sure the kids were first on all those. >> Yeah, that's all that's what it's about, right? It's always got to be about the kids first. Look at the back of your placards, right? Kids first always. Just a quick note
068of thanks to to Yum, Mattab, and Chris for starting the work in the past. You guys really did do a lot of the foundational work in the beginning. And if you hear this now and you hear the good news and you recognized a lot of people that did it, but I want to recognize you as well. You guys put in a lot of time last year in really setting the foundation for us and understanding and getting your arms around even where things were. and had you not taken that on last year and helped and really dug in with Tina, I don't know if we'd be where we are. So, I want to just thank you for all your work. Thank you very much. >> Thank you. >> Okay. Anything else? Transportation. >> Great. That's good
069news. >> Summer opportunities. So, I know we've already we've let people know what the dates are. I will tell you again right now what that looks like. um June 15th through June 26th are our first two week session. Then we'll be off the 29th through the 3rd for the holiday and then we will run July 6th through July 31st um for the last two two week sessions. Um we will we very similar to previous years we will run at North and at Northshore Middle School. Um we're just putting together some um more classes, the class sheet, getting the teachers signed up so we can kind of make sure that we know what we're offering. Um we are looking at a little bit of a twist in leadership. We have some upandcomers in our district and
070I really believe in growing your own. So we have some teachers who are looking to become administrators at some point in their career and so they are going to have the opportunity to do some leading and some leadership work over the summer in summer school. So, I'm really excited about that. We just met about that again um today as well, and Dave and Heather and John are all looking at the list and trying to put things together. On an aside, it does also look like we will potentially be hosting the band camp here at Northshore Middle School this year, so over the summer. Um so, looking at some opportunities to build revenue and um create some spaces for kids outside of our district even. So, more to come on that, but it's coming. It's coming.
071I promise. >> Is band in August? It will be in August. Yes. Awesome. >> We don't have that date set yet. >> Is summer splash or summer opportunities going to be Monday through Friday? >> Yep. Monday through Friday. >> I know that was one thing that we >> It was We checked the attendance on that and it did was a wash. So, we thought, no, we're going to let kids be here cuz we know the role that we play also outside of enriching children's lives with wonderful educational programming. >> We understand that for fun days. >> Yeah. So, it's good stuff. >> When will the summer school stuff be posted? >> Uh, well, we'll have the classes on Monday. We've got teachers will be starting to sign up for what they want they're going to
072be teaching. Signups don't usually come out until right after spring break in that time, but at least we'll be having an idea of what the classes are going to be and what we'll be able to offer. Awesome. And >> I think just having the dates out there is really helpful this year, too. So, thank you for doing that. >> Yes. Yep. No problem. I will just add on to this um this whole conversation about where we're at um with what we're doing here in in H Heartland. We that that piece of um 8th grade that we did, we're creating a video montage and that's going to be our kickoff to our open enrollment campaigning. So, um that's going to be just the big first start of it. And then each of our building principles are
073going out to their buildings and they're going to be doing we're going to try something different, right? um more like like commercials and video montages of what makes us different, what sets us apart. Um and how we we don't focus on one specific destination in our future. We are really locked in and focused on the whole child and making sure that our eighth graders can go anywhere that they want to forever for the rest of their lives. We're not we're not tied into any one space. and and that's going to be really our big focus going forward um in our campaigning because I think we're doing K8 as as good as anybody can do K8 here at Heartland Lakeside. So, I'm really proud of our work. So, just so you know that's coming. >> Great.
074Thank you. Great news. Okay. On to director of business services report. Uh monthly financials. Um, at at finance committee, we discussed a lot of our our typical business, but as Matt alluded to, there are some things that I I do want to share with you guys. Um, but before I do so, um, we continue to be in a very very solid position financially. Um, with with even with the timing of cash flows and education, um, we're we we don't have an issue with having to short-term borrow to meet any of our obligations. Uh, again, I I I can't reiterate it enough. we were in such a nice position to be able to have that ability. Um although not on the report um in January we did receive um some of our property tax proceeds. So
075um it's really it's really our first material uh cash flow in of the year um other than some other some transit aid that we uh transitive aid that we we receive. Um, so, uh, that really does help us, um, because we get a big chunk in January and we continue to earn a fair amount, uh, of interest on that, um, which helps us in what I'm about to address. So, um, no, it's just it's what what we need to kind of share out. But just to give you guys some numbers, operating checking, we ended uh December, our operating checking was about 316,000. Operating savings, um about 2.93 2.94 million. Um the capital improvement plan savings continues to grow, uh 1.76. Um and then our north student activity account, it's about 11,000 as I share with
076uh Matt and Morgan. um that's actually much lower now because um it was inflated for a little bit because of a fundraiser they did uh here at Nordstrom Middle School and that account kind of acted as a clearing house. Um so um Quickrip uh fundraiser so as funds were collected um from students and then distributed off to Quickrip um that was kind of the account that they utilize. Um plan there is is we much rather have that account be compromised than any of our operating accounts. So uh we we kind of earmark those those those uh ancillary small accounts for things like that uh when we have to use them. Uh so overall uh that puts us at about 5 million as far as the cash position goes. Um so again very very solid. Um
077the the second thing I do want to discuss is some of the the unanticipated costed costs that we've had on the special education side of things. and really um they center around alternative placements and transportation to those alternative placements for some of our special education students. Um we do our very very best here at Hardland Lakeside to provide and meet every student's needs here within our own district. But just like you see your primary care doctor and sometimes you have to be referred to a specialist because your primary care doctor is just not able to meet some of those needs. Same thing. um when we can't meet the needs of a student, um I I wish Lisa were still here because she works tirelessly to find one, how can we best meet the needs of
078the students here and if we can't, what's the most appropriate placement for this student uh to meet their needs? Um and we've had a few of those this year. Um because of that, it's probably going to result in some budget revisions. Now, the good news is when we when we uh went out and we did our budget for benefit costs, we had a fair amount of new staff and because we didn't know what their exact elections were going to be, we budgeted them all for the the the highest cost family plan. So, right there, we were able to realize some savings and move some of those dollars around or will be able to move some of those dollars around. In addition, the district took an innovative approach when they put together this family advantaged health
079plan. Um really the the short of it is um it's a way for the district to not only save costs but provide ultimate benefit for families. So it's an incentive for our employees if they have access to other insurance. Let's say a spouse has insurance to take to take their coverage to their their spouse's plan and then we will cover their out-of- pocket costs through that family advantage health plan. We've had several more employees take advantage of that when their spouses had open enrollment. So they've they've had an opportunity to leave our plan, join their spouse's plan. That also has has freed up uh significant dollars. So I when we go to actually look at things um $1 about $75,000 in costs for these alternative placements has already been minimized to about 60,000 of budget
080impact. So a significant um and we and I continue to go through I I've gone through 1100 lines of budget. So, um, and just making sure that we're allocating the dollars, um, in the best way possible. Another thing that we're going to do is I'm re-evaluating our grant budgets. The reason being is uh, we talked a lot about when we when we passed the budget how we had some good news from the state on how special education reimbursement was going up. Well, there's eligibility rules for what they will reimburse for and what they won't reimburse for. One of the things they don't reimburse for are alternative placements and travel to those alternative placements. So, what I've done is I've moved I'm in the process of moving a bunch of a bunch of items off of
081our flow through grant which is our largest grant. moving them off of off of that grant because those costs are eligible for reimbursement and then moving alter other alternative placement costs and transportation costs onto the grant. So, uh it's just another way to maximize dollars and figure out how do we how do we make sure that the items and in my world those are 019 costs just because that's the project code. So, that's the way I think about them. How do we how do we make sure that we can get the maximum reimbursement and also utilize our grant dollars the best way possible? So, um when we talk about budget revisions, I talked a little bit about this with Matt. Um, in the past, uh, common practice in districts and what have been done here
082is we can do budget revisions within the business office to kind of day-to-day stuff like moving grant dollars around and then in May or June, I will bring you a summary of those revisions. Um, if there's any material changes, obviously, we'll discuss them and I'll discuss them with the finance committee. Uh but then they'll be be approved at that May meeting because likely there'll be more movement on grants, which is very very customary because if things aren't getting spent that are budgeted for in the grants, I'm going to move costs that I know have already happened onto that grant so that we maximize those dollars. So I just want to put that on your on your radar that those revisions are a very normal part of the process. Um it's it's not as if uh
083they don't occur. they occur um every year in every district. Sometimes there's 20, sometimes there's 50, sometimes there's five. Um so that's kind of the process that I'm working through right now um to make sure that we can allocate those those dollars as as judicious judiciously as we can. So I mean really that's that's the the thought process behind it all. Um, does anybody have questions about kind of some of that uh in generality, what we're trying to achieve and and some of the actions we're taking? >> So, with what you're moving around and I hear you're saying we might have to pull from a budget where you thinking there's a shortfall from what you're moving to what that would be. >> Not at like a not one bucket from another like so I the
084budget is pretty fluid, right? But it's I don't think that we're taking it from savings or anything at this point right now. It's just a matter of like let's say um I run the curriculum budget and let's say that we're not going to we're 20,000 extra in that curriculum because we didn't need that resource or whatever that may have been. We'll pull that 20,000 to put it over into this other pocket. It's not taking money from any savings bucket unless that Yeah. No, the the only area like Matt did allude to um so big picture based on what my analysis I've done so far is we basically had about $175,000 of unanticipated costs for these placements that has been minimized to about a $60,000 budgetary impact by these loss savings that we found. So if
085if the year ended right now, my recommendation to you guys would be to say instead of putting 300 or $400,000 into fund 46, let's reduce that by 60 >> to balance the budget. >> So for next year, not necessarily this year, that would be >> or this year at the end. >> No, no, like at the end of the year $400,000, it would be 320. >> Yeah. So we >> sure we just you said a lot of doom and gloom. So I'm just trying to match as much as I thought it was going to be. There >> no I mean I guess there's there is a silver lining here. There's and it's just like any personal budget things happen. Um there's unanticipated costs and then you figure out how do we best navigate them and
086that's really what we're trying to do. >> And I'll just I'll go ahead questions. I was going to toot his horn a little bit. I mean the the cost side was higher when we met a week or two ago some ways to minimize some of the placement costs. And I think the hole was bigger than the cost savings. So I think he's, you know, looking at this line item, he's figured out how to move some stuff around. >> So, >> and then just clarifying when you start to enter in transportation and I know we uh there's a high budget uh special ed was it 30,000 you can apply for that doesn't cover any of that either. That's only for the >> So you're talking about high cost special education aid. Yeah. >> Yeah. So if
087you have 30 30 if any student represents more than $30,000 in costs, you can apply for high cost aid, which we will also do. >> Y but you had said earlier that that did not include offsite placement or transportation. >> So here here there's a bunch of there's a bunch of buckets. There's regular special education regular special education. That I know that sounds weird. >> We did. Um, so, so that that's the pot of funds that that they're reimbursing effectively at about 38%. Okay. Now, there's a separate bucket. If you have costs that are in excess of $30,000 for any one student, >> that comes from a whole different bucket that's called high cost special education aid. And that's where we can apply and seek reimbursement for costs above $30,000. So, is the 175 over
088our anticipated amount a bunch of small under 30,000s? No. Or is that under 175? >> It's a couple or a handful of high dollar. >> Yes. And so, and so we will also apply for that aid as well for those four students. >> So then those >> it'll minimize it. >> Those numbers you mentioned would be even potentially. >> Yes. I don't I don't want to count the chickens before they hatch, but yes, that's really the route that we're going to go. >> Is the high cost is that some sufficient or some certain? >> It is some sufficient. >> Okay. So, >> just like the other pot they they say here's the pot and we'll see how many people put claims in on it. It works the same way. >> Okay. So, we may I
089mean we could put in for >> Well, we will get something. >> Correct. Yes. And what is the typical reimbursement on that the rate? >> I don't I don't think I heard at least in the last it was 90 is what they back but it's usually around 80 when it comes back >> I believe. Yeah, that sounds right, but I don't have it off so don't quote me. >> Yeah. >> And it's a it's a it's a special application um that I'll be doing here in the next couple weeks because there is a window that you have to deal with. >> Thank you. I'm I mean I I'm glad you're budgeting for without it and then having that as a benefit too. I appreciate you. >> I I always want to be conservative in my
090estimates. So >> I think I will I will offer this piece up too is it is it uh Patrick is nothing if not transparent. So I mean I think that right that that is something that is about every dime and everything. And so I think that's really important. But I think also sometimes if we don't know like I don't know all of the verbiage and all the things that he says. So sometimes it's like what is happening, right? Because he's so open and so clear. So know that this the sky is not falling. We are not right like it's not chicken little land. We just are in a place where we've got this happening. Wanted you to know that we have this happening. We're managing the situation. Um and when and we'll continue to do
091so in in a um very responsible way. >> Yeah. I mean and it's as I I spoke with Matt Morgan about it in finance committee. Um my big question was where do you really where do we want to pull if we have to pull funds from somewhere and I I think we we we kind of collectively come up with um we pull those funds from contributions to for future projects instead of anything in this this current year. So that would be that fund 46 transfer that we we will approve at some point later in the year. Um any any other questions? I guess I just wanted to the positive of those alternative placements is I believe you said that those kiddos are improving and are seeing really great results with those. So that's a really
092big positive that you have to look at that Yeah. It's a lot of money, but these >> kiddos are doing so much better or they're on the way. >> Yeah. No, and we have another student that starts Monday. Um the placement that that he needed is is is quite a distance. It's in It's in Elorn. >> Um, and this is how creative we've gotten. Uh, Lisa and I put our heads together on this. Um, and we got a quote for transport conventional transportation or the lowest quote we could get was $461 a day. >> Um, >> we we were able to hire an employee and we will pay them about $200 a day transport this student. So, um, we worked with our we work with our insurance company, um, and with with legal to make
093sure everything's liability wise is on the up and up. But, um, significant savings. So, I'm really glad that worked out. >> Yeah, it and it did. And and I mean it it >> the best possible solution for uh what could have been a very very expensive solution. Um, but it's what the student needs. >> Yeah. And I think exactly at the end of the day, right, go back to those >> and and the goal with that student is to get that student closer to home because eventually they're going to have to access services and really those services on are an accounting basis. And so the goal is to get them closer to home, but this is the the placement that was available when they needed it. So >> awesome. Um >> the second thing on
094my agenda, >> let's do >> unless you guys have more questions. >> Okay. Uh capital improvements. Um I will again sing the praises of Greg, our director of building and grounds. He continues to work short staff. We've had more turnover uh on his his team uh than we'd like to have. Um and he's been kind of running double duty. Um because of that, some of the improvements that that he would otherwise be handling right now have got kind of got put on the back burner. Uh him and I have been working. We are going out for bid on all of our paving projects which will be um here at Northshore Middle School. will be doing all of the playground, the service drive in the back, all the paths and the blacktop around the basketball court
095as well as the path between Northshore and uh the elementary. Uh and then at both North and South Elementary, we will be doing their playground uh blacktop as well. Um which is a full replacement. Um we don't know exactly what if we're going to have to bring in base or not, so they'll determine that. Um but uh we're putting together RFPs right now uh and we're going out to bid um and having quotes back sometime um in April. So April or or May um depending on when the snow melts. So we're trying to they typically have to get out here to be able to to survey and and assess and give us a good quote. So um we're putting those together right now. Uh we've also uh got a draft of our capital improvement plan
096that we're working on based on the Findorf study. Oh, and circle back. Another RFP that we've we're going to be putting out in very short order is the commercial dishwasher for Northshore Middle School. Uh we recently replaced the dishwashers at uh North and South. Um this one is in dire need. Uh Greg's been putting band-aids on it for about a year and a half now, and it's the useful life is just uh it's seen its better days. Um, that looks like it's in the neighborhood of about 60,000. Um, I I never knew a dishwasher could be 60,000, but um >> you got to wash that many dishes. I >> So, and that includes installation. Installation is quite expensive for those. So, uh, but we're putting that together as well. Um, so there's a lot of
097activity going on behind the scenes, uh, as far as capital improvements go, even if you can't see it. Um, actually the one thing you can see is uh he did an excellent job on the district office bathroom. Um, so he he just he himself, Greg, just finished that. So if Greg you're watching, I hope you're not. You're doing something fun. But um >> hot water now there though. >> Yes, we have hot water. It's fantastic. >> Um the last thing I'd like to share um and it just resulted today. It's not on specifically on the agenda, but Yavon is our on-site uh food service manager through Chartwells. Uh she is would like to come to our board meeting in March um and start about the same time 5:30 and do a a kind of a
098um an overview of of what it is they do, how they put their menus together, and then do a tasting for you guys. Um she's very very excited. Um Yvon is is is getting close to retirement. I keep telling her she can't leave yet. She is fantastic. Um uh so I'd like to put that on your radar. Um and so you guys can start thinking about that. Um but she is she is so passionate about what she does. Um I mean the 80 trays and or you know the 80 countries 80 trays um initiative she just did. I mean they do stuff like that all the time and it's just like she goes above and beyond. I I I I can't thank her enough. Um but yeah, she wants to be able to to do
099a little bit of a kind of informational session for you guys. >> Cool. >> So, in their suit, so >> great. >> Just a quick question back on the the ones that are coming out. The dishwasher is coming out of general fund. >> Yeah. >> And then the pavement, is that coming out of general as well, or is that going to dip into the >> um Well, it'll be paid for by fund 50. Um, but it will be covered by a transfer. So it's like >> So it comes out of 46 back into general. >> It also 46. >> It'll come out. It'll really come out of 10. >> Uh because 10 10 will be transferred. >> Paving. Sorry. >> Yeah. >> Um >> and all the paving all the paving is is is budgeted
100for. These are current dollars. These are not fun $46. We're not touching anything in fun 46 right now. >> Great. >> 50 is food service. 50 is food service. So it'll be expense to 50. >> Sure. But it comes out of J. >> But it'll but it'll be followed by a fund transfer from fund 10. Yes. >> Thank you. >> I had just one question about the paving projects. Yes. Considering that they're so vague, have we reached out to any of the other districts to see if they are doing any type of similar paving projects within the next 24 months? Reason being, it may behoove us to send an RFP for larger and more if contractors could provide better pricing if they were doing say here and Stone Bank. >> Sure. Next year. >> I
101I would be willing and I I will definitely look into that. The only thing that sometimes you run into is as a district, we have a very specified time window when these have projects have to be completed. Mhm. >> So if we go for a really large project, sometimes they're not able to meet those windows. >> So, >> but we'll certainly look at it. >> Yeah. >> I'll reach out. Yeah, I'll definitely reach out and see what what other >> um directors have planned other districts have. >> I appreciate that. That would be great. >> Be great. >> So that then that's the last that I had to share, but um >> Thank you. >> Mostly good. Great. Any questions for Patrick? Okay, next we're president report. I only had one thing and then open
102it up for future discussion items. Some of you heard about this last night. I think Cindy Dooko might have mentioned it and if not, I'm going to say it for the the general public, but there's an update on a bill in the assembly called 391 AB 391. And the bill would remove, if passed, the $325 per student increase, but it would start in 2728. U so it wouldn't stop necessarily the funding that we have now, but if the if the bill did go through, it could affect us moving forward. So >> certainly want to take more money away from us >> potentially. Potentially. >> Great use of time. >> So that's just something that's happening now. So, it's just something that I want people to be aware of, but it's in the assembly now. It's
103moved through the assembly actually and is with the assembly rules committee. So, it's it's kind of moving its way through. We'll see what ends up happening. We'll keep an eye on it and report as we learn and hear more. Patrick may even hear about it before we do. >> Yeah, I've been I've got a couple emails that that have been shared. So, if I know anything, I'll share with you guys. Thank you. I can't >> just when you were talking budgets. >> Yeah, it's it's been on my radar for a little bit now. >> So, with committee or future discussion items, anything for future consideration that's needed. All right, moving on to future meetings. Just to confirm dates, finance, we have Monday, February 9th at 8:30 a.m. Is that correct? >> Check it. I think
104so. >> Yeah, it is. Yes. Okay. PPC Monday, February 16th at 9:15 a.m. >> Going all out. So, we have that right after the board meeting. Correct. Before the board meeting. >> And then the school board meeting Monday, February 16th, 6:30. Do we need to keep that at 6:30 or do we need to move it for any >> Can we move it to 5:30? >> Uh, what does everybody's schedule look like? >> Can we keep that one at 6:30 just because we're meeting earlier? >> Oh, come on, Chris. Oh, you're getting a look. >> Yep, that's good. >> It's not up to me. Just was We had had a conversation, so I just thought maybe I would ask if that's what we wanted to do or not. >> All right. >> After that, that's fine.
105>> But March will be 5:30 because of the food. >> Yeah. >> Oh, yeah. >> We want to do a little workshop ahead of time. Yeah. >> Good time to start a trip. >> Yeah, exactly. That's right. Okay. And at this point, we'll be moving into executive session. I'd be looking for a motion to adjourn into executive session per Wisconsin statute 19851C for considering employment, promotion, compensation, or performance evaluation date of any public employee over which the governmental body has jurisdiction or exercises responsibility. The purpose of the closed session will be to discuss administrative goals and measure goals. >> So moved. >> Second. Second. Any discussion? All those in favor of going into executive session, please say I. I. I. All those opposed. Okay. Thank you. We are now in executive sessions. Do you want
106to sign this party? >> Thanks for coming. >> Is it a a project that you're working on or match? >> Ah, very cool. Who was the other gentleman who always >> Ben always used to show up? >> Ben who? >> Oh, Ben. >> He hasn't come in forever. >> Oh, yeah. I haven't seen Neils in a while either. >> No, >> We are live. All right. Hi. >> Now that we are back and open, I have a motion that the board of education of the Hartland Lakeside Joint 3 School District approve the 2026 2028 employment contracts for the district's administrative positions as reviewed and discussed in close session with an effective start date of July 1st of 2026 and authorize the board president and board clerk to execute the contracts on behalf of the district.
107>> I'll second. Oh, that says all my comment. Any discussion on the motion on the floor? >> If not, all those in favor, please say I. >> I. >> All those opposed. >> Motion carries unanimously. >> I'll make a motion to join meeting at 7:58. >> Second. McN seconded. Let's just give Chris a second to write it down. 7:58 p.m. the 8. Okay. Any discussion? All those in favor of adjourning, please say I. >> I. All those opposed. Motion carries unanimously. We are. Thank you very much. >> Thank you. Thank you. Really appreciate it.