10/29/25 HLSD Board Meeting

001So some schools when I was at Slinger, I was a school psych and a counselor, right? So some schools will use you for both cuz you are trained to do both, right? Um up until a couple years ago, I I believe that's all that's what you had, right? And then you had one counselor, right? And now it sounds like you have um you have all counselor in each building. And what ended up happening is I think you guys were looking for a counselor for the middle school, but uh and so counselors can't do those assessments. They weren't trained to do assessments. They're trained to help all kids, gened or special education students. So, they're supposed to be in classrooms. They're supposed to be doing, you know, something prevention, all DPI has um you know, competencies

002and things that they're supposed to be supporting their building principal and supporting the district to do. So, they're a district-wide asset. Um and then your school social worker like Eric, they're a different lensure as well and they're trained differently too. So yes, a school social worker can do counseling, but typically a school social worker has been trained to help with the social work aspects, you know, like um lays on from home to school. So you might see a school social worker being able to go out if a student is truent and go help us figure out why they're truent and get resources for them. And not to say a counselor and school site don't, but when you're trained school social worker, you're looking at that social aspect of it, but you're different training. So, but

003they're all school-based and they're all licensed through DPI. So, so that's the difference. So, SPE school psyches should only be meeting with special education students. Counselors can meet with anybody and so can a school social worker. So, then there's also um changes like when I was dual role, I had to remind the principal, okay, remember I'm not here as the school site because I can't legally do that, but as um a counselor I can. So, so yeah. Does that answer your >> Yeah, it does. Thank you. >> Yeah. So, um we have that. So, we're going to utilize Eric a little bit different. But I think he's going to help with the homeless lays on um and then he's going to might be helping with truency. I had a location. America and to the republic

004for which it stands. One nation under God, indivisible, with liberty and justice for all. [clears throat] >> Okay. Proof of giving. Public notice. is given. Thank you. Item number four is not needed. All members are in attendance. There is no public comment this evening. So, we can go right into committee reports and we'll begin with PPC. All right. PPC met on October 17th on a Friday. Um we discussed a personnel report which is in our consent agenda today. Um, we also discussed the substitute teacher program and we're working with Kelly that's out there to build a pool and helping assist. So, you see a couple ads that are out there. Um, we also had a discussion on 8390, which is animals uh on district property. Uh we had a bunch of discussion on what the

005use was for um allergy questions and at that time we figured it would be best to go back and do some more research and with this and other districts and best practices. So we have pushed that out to get more research and information coming back. Um we also discussed policy 5310 which uh was health services. It's something we don't use. Um my question I guess to be because we don't use it but it's on the site. Do we need to vote to bring that down >> I >> to remove it or is it okay to that we just take it? >> I guess for me it's it's it's not applicable to our district at all. So to me it's something that we would just remove and not vote. >> Okay. >> But it was out

006there. I saw what I was trying to figure out today that it wasn't posted. >> It's hard. That's a difficult one because we did a batch approval. So, it is technically a valid policy even not if not followed. >> Are we able to vote tonight to to to pull it >> without it being on the agenda? I think we'd have to move it to the next one. >> Okay. We'll move it to November. But please have an understanding that it is not something that we utilize nor would we utilize. >> Okay. And just because we don't have a nurse on staff. >> We don't have a doctor on staff >> on staff. We would call 911 in any emergency situation. So that eliminates the use of this >> and we do have a policy that

007covers it just correct not to the extent that this policy >> right this is a typical high school policy. >> Y okay >> we we researched no other districts in our area have it. We have two high schools that are in in this area that have this policy. But that's because they have athletic trainers and coaches on staff to manage football injuries or basketball injuries. We don't have that here. We would just call 911. We have a nurse but it doesn't qualify for that. Okay. >> Right. [laughter] Um we also talked about Neola um updates and they as they are listed on that uh meeting agenda. So if you want to go back and look through but they're just the basic superintendent to administrator all those little changes that are out there that is under

008the superintendent uh ability to change those. So she brought forth all of those to look at and she's going to make those changes and updates. Um as well as an update for the pulley handbook. Um we had um our policies stayed the same, but there's a little more specificity to who can take PTO and how that works. Um so that's been added to it as well as a sign off sheet for person or inerson paper sign off. We've already had electronic added a paper sign to that >> for an acknowledgement. >> For acknowledgement. Yes. Thank you. And then uh finally we did um talk about uh the surveys and how they went. We had a kind of a we good turnout for our first round. We also had a low turnout for what we hope

009for more of. So we had students, teachers, and are you going to go into this a little later as well? >> Nope. >> Okay. Students, teachers, and um community. uh we had good k feedback from students somewhat with teachers and even less community. So how do we hit those touching points as we move forward and then the results will come out a little bit later on what those are and what we're focusing on but we did go through those results for a little bit which were pretty promising. >> Yes. And for the public's edification we will be doing it quarterly. So we did our first one here and then we'll do another one in December likely. Um we'll probably avoid February. we will hit the first week in March because nobody likes February and um

010it's just a hard month, right, to to work through and then um we'll do one at the end of the year. Um and and it is truly our hope that we'll gain more participation across the board. Obviously, the students are are taking theirs during advising. So, we would hope that that would be a high rate of participation. um we're going to work a little bit harder to gain um feedback from our teachers, our staff um because we only had a 34%. So, we're talking about ways that we can ensure that our staff are going to be taking that as well as our community at 14.5% um it's it's really important for us to get the feedback um to help us know what you want from us. So, please be watching for that. We are going

011to try different methodology and over four times to do it to try to increase that um taking of the of the survey. >> And these are completely anonymous. There's no way you can tie back cuz I know I had heard some people say, "Well, I want to, but I don't want this tied back to me." Which >> if you're going to say it, you should >> say it regardless of if it's going to get tied back to you or not. Let's >> stand up and say it. But um that is good to know that it is like even teachers and everything >> everybody. So the number one indicator is we you can turn on to to see whose email it's coming from. It's turned off and the only way the reason you know that it's

012not is because you don't get asked that question and it's not listed at the top. You can always look and check for that. If it says collecting emails then it's not anonymous, >> right? But um if it if if it doesn't ask for any of that, the only thing that you did get was a response that said, "Thank you for taking our survey." I set that purposefully because a just wanted you to know that we received your response, but also really do appreciate your support in completing these surveys, but that's not because I knew who it was. It was just an automated message for anybody that completed it. >> I think one of the important things is as these information comes in, it's what what are you going to do with it? And I think

013as we continue to get the more information and be able to do more stuff with it, it's proving that we are taking it seriously and looking at it in a good way. So excited to see what's continue to go. [snorts] Um, and then lastly, we did talk about future discussions and it was talked about with the AI and it's just to kind of get a gauge of where we are, where the districts are and where the environment that we live in is. Uh so it was challenged to uh Tina and the the team to what are we currently doing now with AI? What's the future look like? What belongs in schools? What doesn't belong in schools? And they come back to us so that we can discuss it as well as a board. So hopefully

014[snorts] future meetings we'll have some more conversations with that down the road. >> For sure. And you um it's important for our our community to know that the first step in that is really understanding digital footprints. um and how and in and citizenship your responsibility as a person using digital digital um options or opportunities that that children have right at the their fingertips. And so um really shutting that down on our end. So um Chris has done a great job of really taking care of that from an IT perspective here. Now, we're in the process um third at least third grade on up um about teaching our students about their footprint and how it impacts their lives for the rest of their lives. Um I think that was a huge piece that we wanted to

015have as a preempt before we hit the AI and and how we utilize it in the classroom. So, it's it's really kind of a step by step and and we're anxious and excited and a little nervous about what our next steps look like from an AI perspective, but we'll bring it and we'll figure it out. And I think it's important to say we're we're discussing it so we know what's out there. Not that we're going to make any big changes and we wouldn't do that about the board's decision to move forward with those types of things, but it's we really want to know where we're at and what we're living. >> Great. >> And we like feedback from other board members too on where we want to go um as a district in regards to

016being implemented too. Absolutely. >> I like the digital footprint education. >> Something we didn't grow up with, >> right? >> Some of those public comments and social digital things they live forever. >> They do live forever. >> Even if you delete it, it's still there. >> So, I'm I'm glad to hear that that's part of it. >> For sure. >> I I really am very delighted to hear that. >> I'm curious if we have [clears throat] um a resource for families about that. >> I'm working on it. >> I someone would be. >> I'm working. >> I'm just I mean, not that we need like a full class, but I'm curious. um some training all day tomorrow with Bark. >> Um >> Oh, yeah. >> on how schools can work with families. So, I'll be

017coming to team you guys with that. >> Awesome. >> Wonderful. >> Thank you very much for doing that. >> That is it for policy. >> All right. Thank you. M >> No, that was it. Great job. >> All right. Thank you. We'll move on to finance. >> Okay. So, finance. We did our typical run through of spending. We didn't identify any issues. We checked a few invoices, things of that nature. So, spending was in line. Um, we obviously spent most of our meeting going over the budget, which I don't want to spell any Patrick's thunder other than to say he did a I thought he did a great job in presenting it to us and kind of laying out what what's changed from what was presented um to the community a month or two ago.

018Um, so I think we're in great shape there, but you'll see that in in a few minutes here. And then the other thing we talked about, I just I'll talk about it real briefly because it is in our consent agenda was this this food price increase. Um, so the gist of that just is that um there's, you know, we basically our food service has traditionally been kind of self-funding. By that I mean whatever government money we get plus parents paying for food in their accounts generally funds all the the kitchen and the food and stuff like that. This we hadn't I think we did a slight increase last year but um we hadn't really increased prices for quite a long time on a lot of stuff and it's caught up to us. And so in

019our first pass at the budget, we were going to actually have to pull money from the education fund to put into food service to pay because we're coming up short on items. So we have like 15% or 15 cents to 25 cents to 50 cents increase on alle cart items. And most of this stuff as you if you went through the list is ice cream cup and you know we're not you know the milk isn't changing in price, right? So it's basically just covering some gaps so we don't have to pull from our education funding to the food [clears throat] services. So >> just to echo what Matt said, it's just it's more so looking in addition to what Matt said, um the idea behind fund 50 is it's a self self-sustaining fund. the the

020revenues it generates from sales plus whatever reimbursements we receive from the state and federal government for uh for that meal program is what's used to run the program. So it should really be self- sustaining. Um those those technically the term is nonprogram food items. We call them alakart because all all it means is they're not those items that we're reimbured for. They're not our traditional meals. Um the whole idea behind that is your non-program sales should not subsidize your program sales uh or they should subsidize your program sales not the other way around. And way we had pricing working is we were running a deficit. So we were really subsidizing those alle cart items by what we were getting reimbursed from the state and federal government. Um it's a big no no from the from

021both DPI and the USDA. um on how that's set up. So um if you look at the the price increases, nothing's out of line. Um and we did compare with both Merin as well as PWA Middle School because Chartwells um manages both of those accounts as well so we can readily find pricing. So we're right in line. >> That's why he's presenting the budget a little more articulate. So [laughter] >> great. [clears throat] >> That's all I got. Thank you. >> All right. Thank you. Any other comments for audience? >> All right, we'll move on to consent agenda. So, the items in consent agenda again are grouped together to allow us to approve them more efficiently. Any board member at any time can ask that one be pulled out for additional discussion. If one is

022not needed for additional discussion, then we could make a motion to approve the items in there. The only thing that I would ask is maybe someone from the finance committee to be kind enough to read off the [clears throat] donations before approval. >> Actually, can I can I add one thing about the price increase? >> Sure. >> Um I did want to just we did talk about putting this in into place to go live November 10th. Um so we would have next week for put out some messaging and update families. Um, and then it would go live the following Monday, >> November 10th. >> Yeah. I just wanted to put that on everybody's radar. Is now time to question anything for that? >> Well, you pull it as to pull it out. >> So, what

023you would do is any any board member can say, I would like to talk. I have some concerns with item C. >> And then what we would do is pull that out and see if anybody else has any other issues with the rest of the items. and then we would look for a motion to approve all of those items in one fell swoop. The whole purpose behind consent agenda is just to move meetings along faster rather than going through each item individually with an individual vote. >> Thank you. >> Yes. So, did you have one that >> I'll be quick? I I'd like to pull out D. Okay. And that does not need a motion at all. That's just a board member request. So, give me just a minute. >> Do you want me to

024read the donations? >> Yes, please. >> Um, so we received a It looks like a donation from Walmart for school supplies. I don't I don't know if you can talk more about that, but um that's awesome that Walmart was able to supply with to donate that. And then we also had um about $15,300 from HLAF for two different grants. Um, one being the new bank of swing sets. Swing. Yeah, sounds weird. The swing set at Northshore for the kids. Um, one adaptive swing in there as well. And then the second one being a set of rolling whiteboards, non-vertical or non permanent vertical whiteboards. There we go. >> For the math um for Mrs. Dylan had requested that and is getting great use out of that. So, thank you to HLAF for donating that. >> Can

025you clarify the Walmart? I just don't see it on on the >> uh it was right. >> It's written in the agenda. >> Oh, I'm sorry. >> I didn't see it until I was just reading this. >> Says donation of school supplies from Walmart Delfield. >> I think they've done that in years past. >> Yeah, we every year they tend to bring just boxes and boxes. That's awesome. So, it's their leftover stuff at the end of the year. Do you need do we talk about his thing or we need a motion to approve everything else? >> No. If we don't have anything else, we can approve the agenda items from consent and then come back to D. So >> So I'll make I'll just make a motion to approve all of the consent agenda items

026with the exception of D. >> Second. So there's a motion on the table to approve all consent agenda items with the exception of letter D. food service increase. Any discussion? All those in favor say I. >> I. >> All those opposed. >> Motion carries. Okay. Now we're on discussion for food service alakard increase. So go ahead Matt. This is on discussion. Is there um did we look at is the education funds the only pool that we could grab monies from for this or was there any other alternatives and two did we do we take a look at any grants out there from the state? >> Um we we did not look uh yes fund 10 is the only place that can fund it if there's a shortfall in the fund 50 operating budget. it is.

027>> Um, so any any deficit from fund 50 will be a draw directly from fund 10. Um, it'd be a fund transfer just like you would do to fund 27 um for any special education uh expenses. Um, we did not look into um any direct grants that would subsidize any of this. Um, to answer your second question, we did not. I'm not sure there would be because this isn't the main program because I had asked. >> Yeah. >> This isn't like the meals that you're going up to get your lunch. This is, oh, I want a ice cream bar or I want >> you know like the snacks. It's not the base meal that kids should be getting. >> That changes. >> Yeah. >> So, so these are like these are all called nonprogram items.

028Um, they're not like your square meal that basically is part of that program item that we get reimbursed for serving. These would all be all those. It's ice cream novelty cup, ice cream novelty snack, um, a muffin, a rice krispie treat, um, >> allocott. >> But the milk was not increased. If you look if you look it's it is sometimes a little misleading >> because if you look at just the raw food cost that is just the raw cost of food that is that is none of the labor all of that is part of fun 50. Um so it's not just covering the raw food cost. It's also covering the maintenance for the food service department. >> Dishwasher we just bought it like that >> 60 g dishwasher >> and the deep freezer or the

029walk-in freezer. >> Yeah. Well, the freezer is Yeah, we just got done fixing, but we're The dishwasher is in the works for this year. >> Okay. Cuz the juice cup was the only raw food cost that was more expensive than the current price. >> Mhm. >> I don't know. You look at the new >> Yeah, he's right. >> What do you mean? What do you say? >> The juice cup is at a raw cost of 38 and the current price is 30 cents. >> Oh, so we're I see what you're saying. We were Yeah, we were losing 8 cents. We were losing it on the at that was the only item we were actually losing money by just buying it. >> Right. >> Yep. >> Right. Okay. Without it being the base launch just worried

030about 22% of the district coming from an economically challenged household. >> Yep. Now I will I would echo these are all things that are outside of that square meal. Um, so if a student were going to receive that free and reduced lunch program, um, they would be receiving a mail meal as part of that program food item that is going to check all the boxes for the nutrition that they should get for that meal. >> Understood. >> And we also have other funding mechanisms to help and assist pay for those. >> Awesome. >> Both students. >> Thanks for clarifying. >> Any other discussions on that? If not, I'd be looking for a motion to approve the food service alakart increase as presented. >> I will make a motion to approve um the food service alocart

031increase presented. >> A second. >> Any further discussion? All those in favor say I. >> I. All those opposed. >> Motion carries. Thank you. And thank you to our donors, HLAF, Walmart, and others. Okay, moving on to number eight, the district update from superintendent. >> Yes. Um, so I will let our principles kind of get themselves ready to roll here. We're really looking at a messaging shift from teachers to benefits, building our value through the stories we tell. And tonight we have our exceptional leaders here to share a little bit about the first two months of school and um the great things we have done here um at H Heartland North South and Northshore Middle School. Um I just kind of want to talk a little bit about that shift for families. Um when we

032we meet as a team, we're really talking about refining how we communicate about our district. Um, and as a as an example, we use words like small class sizes, rigorous academics, highly qualified teachers. And and when we kind of think about that, that's really a feature of what we have here in the district. But the real question here is what's the benefit? Um, so features sound really expensive, but benefits build value. So when families make decisions, they look for what will help their child succeed. just as an example and a a way for you to understand it a little bit better would be a car with more features might raise concerns about the price of that car. But a car that keeps your family more safe feels worth every penny. So we want our families

033to feel the same way about our schools, right? That's what we're focused on, connected to the value and outcomes behind every feature we offer. So rather than saying small class sizes, you're going to hear us talking a little bit more about the benefit that builds the value of what we do. Really focusing on instead of saying we have small class sizes, we're really focused on every student being known by name, strength, and need thanks to our our small class sizes. So, we hope that you will join us in this new mission, in this new messaging shift to kind of understand the value of what it is H Heartland Lakeside um has to offer your child every day. So, without further ado, we will turn the mic over to Heather Whan and [clears throat] all the

034great things going on at Heartland North. Do you want me to say Can I just sit here or [laughter] what do you want me to do? >> I think why don't you get get on up there so that people can see you and then Yeah. Then we'll at the very end um just so the board is aware we're going to go through the presentation and they're going to talk through all the things that they're doing um the great things and um then at the end we'll have just kind of an open mic kind of conversation if there's something that you're wondering about what's going on. Um I will also let the audience know that that I did ask that our principles come tonight and their t-shirts that um support their schools and their missions and

035the work that [clears throat] they're doing. um and all of their um employees have designated days that they join in and wear those t-shirts and that's just part of the unity of the district that they in the building that they are in. So Heather um go for it. >> All right. Awesome. Thank you. [clears throat] All right. Well, I know we're all excited to share um about our what's happening at our schools and um the first couple of months have been real busy and off to a really good start. Um so obviously starting with Hartland North where we really um start setting that foundation for the love of learning and um this year we started with our usual which we always have a theme and this year our theme is um that we all swim

036in the same school and really around the Finding Nemo movie who has a lot of really great characters that have a lot of really great messages and traits that we're pulling into what we do. Um and it fit really well with our new initiative around that portrait of a graduate. And what we have found is that we introduced it at the beginning of the year and we had such great buy in from everybody from you know our staff and as our parents are learning about it and it's really unified uh our school north as a community but more than that the district. um you know in the three principles talk we're talking about for the graduate non-stop and about how it we're tied together through that. So um that's been really good to connect everything

037we do from um you know the classroom to everything you know the growth that we're seeing um and success in our in our kids. So this year, ready, set, go was the theme we started with and we spent a lot of time um focusing on the expectations and the routines and the common language in the building. [clears throat] And at North um all of our classrooms start with a morning meeting and they end the day with a closing circle. So what we did is we took that piece of what they do and we brought it to a schoolwide assembly and it's one way that we're coming together as a school and we are using the same format that they use. The reason we do a morning meeting or a closing circle each month is to

038include our four carers because we have AM and PM. So we want everybody to feel included. We're lucky that we have the RAP program because um a lot of our you know if we do the morning meeting a lot of our PM kids are in RAP so we invite them as well but for the kids who aren't there we do both. Um so we kind of we do the same structure where we all gather in the gym. Everybody has their spot that they sit and we start with a greeting. Then we have a share. We do a turnin talk. There's a morning message that um we read on the screen. We also have a school song this year which we've had every year. Um and our new music teacher, that's the one thing whenever we

039get a music teacher, it's one of the first things I ask them, can you please create us a song that just fits with our theme? And they're amazing and they do it every year. So this year, um our school our school song is um go with the flow and it's all around H Heartland North. I don't have it for you, but it is on one of >> I'm not gonna sing it. >> I was hoping you were gonna sing. >> Yeah, we have time. >> We really don't have time for [laughter] that short quick song, but >> So, we do the school song. We of course end um we have the flag in the middle of everybody sits in the quadrant and we end with the pledge led by students and then they go back

040to their um room. The other really the other thing we use the morning meeting for or closing circle is we introduce the theme for the portrait of a graduate that month and so we have it at the beginning of every month. So we're wrapping up a theme introducing the new theme and that works really well. The other thing we do that kind of fits in with Portrait of the Graduate is every week we have our fantastic friend um and every class not has their student that they um have selected and they come up, we announce them on the announcements or over the loudspeaker. They come up and they get their certificate, they get a little fish keychain and they get their picture taken for the newsletter. This was a pretty small week of fantastic friends.

041usually have a lot more, but they just they love coming up and being recognized. And then they have the things they do in their classroom around that. We recognize all of our students who are nominated for the Starfish Scholars and that is also around the theme. We have little slips of paper that the teachers take and for kids who exemplified care. Um, for this month, they were nominated. The teacher writes out a little thing about what they did. Ready, set, go. what was, you know, the kids who were really exemplifying that and they um get the I read it over the announcements what they what the teacher nominated them for. They get their token, they come up, they choose their book and we put the piece of paper in the book so that the families

042know what it was. Um we also added I think it's on the slide a monthly service project that we're trying to do. So this month was care and what we chose to do was we made dog treats and we donated them to the fluffy dog rescue which is right here in H Heartland. Everyone loved it. The dough [snorts] was super sticky and it was a big [clears throat] flowery mess [laughter] everywhere. But you couldn't have asked for anything better. I mean what's more fun than just flour everywhere. And the kids we had bones that they could use or hearts and they cut them all out and then we we baked them and um packaged them. So, we had it was a really um just a really fun way to show kindness and care for others

043while giving back to the community. >> I think I got everything on that slide. These are the Oh, and we did the we I put the great apple crunch in here. That was another opportunity for an assembly. We have not had years where we've really had a lot of assemblies in the gym and brought everyone together. And this year, we've done a lot of that. and it's just been fantastic. So, the Great Apple Crunch was another opportunity to do that, bring everybody together and um talk about nutrition and we had the newspaper there which was really fun. Okay, I think I'm ready for the next one. Looking at um student growth. Um we obviously math and literacy are on here. We have social studies and science that are another big, you know, a portion of

044the day, but there's a lot of time spent in both of those areas. It's the fourth year for our math our new math curriculum and since we've started it, we've seen so much growth in our kids and it really fits into the same structure that we use for literacy and social studies and science where they're really working together. Um, and so that's been that's been really nice when it we when it comes to literacy, a really big accomplishment with our that our K3 teachers um finished this year was the ACT 20 training. It was over 28 hours of training to get that done and a huge um test that they had like a comprehensive test. It was over 144 questions that they had to pass to get their certificate. [clears throat] And so K3 did

045that. that we joined with South and um we're just really proud of our teachers for doing that because it just shows that our teachers are learners just like our kids and our we just finished our fall reading readiness screener and we're really proud to say that we didn't have any kids who um who we don't have any kids who are at risk for being ready to learn how to So that speaks volumes to where we're at. We also did a writing checklist with um all of the teachers to calibrate the writing that we do and to make sure that all of our teachers are looking at writing the same way. And those are just some samples of writing there. That's everything about that. And then just to wrap up a few other things that we

046have kind of woven into what we do. Obviously our specials are a huge part of um the day and just bringing you know kind of bringing everything together. And we we [snorts] just had our um 4K the um is the parent outreach is what the track is and we had that tonight which was a hu we have really good turnout for those events and I think Tina touched on it a little bit that you know if we're inviting kids and families and it's something that kids are involved in we get parents to come and this these events are really really well attended. Um the other thing that these events do is they tie to our play workshop themes. So we use a play workshop model in 4K and the students choose centers um and they're

047encouraged to that encourage cooperative play and creative thinking and then the teachers coach in with language and ideas that really extend that engagement. So when it's touch a truck, it's a transportation in 4K. And so that's how we're tying it together. The new library continues to be the heart of H Heartland North. Kids love being there. It's one of their favorite places to be. They love the cozy nooks where they can sit and they can read and really just um you know, they love the books. We have a new uh library teacher in there this year who is doing a fantastic job of making sure that they're finding books at their level, books of their interest. They listen to the readalouds. Um and then the centers that they have every week are related to whatever

048the theme of portrait or graduate is. And um she's doing a great job of facilitating those. We're always adding new options for centers. This was a new thing that we added this year that again kind of sparks that creative creativity. And um then we're always looking I'd like to just put a plug in there that we're always looking for volunteers in the library where you can either sell books or support our centers um art and music. Um they're the kids are thriving in art and music. the current in art the students are currently this is I think one of my favorite things to watch they design robots using 3D shapes and they are drawing them first and then today when I was in there they pick the wood blocks that they want to use in

049the other materials and Mr. Kite has the um the drills out so that they can drill holes and he's got them showing them how to put them in the vices and I mean the kids are using tools and they're you know little [laughter] But they love it and they're learning so much over >> um music this year. Not only are the kids learning new the new songs, but they're also learning the physics of sound. They're building string instruments um at like guitars and they're using shoe boxes. They made harmonas the other day and they all came out um playing them and I was like, "Can we take those out for a sec? Put those in your backpack. Take those home. [laughter] Show your parents." So they had they just they had a really good time

050but they're you know they're learning like what a steady beat is and um music notation which is just like the language of music how to write the notes and um we are really excited for the first concert in December which is based on the book if you're familiar with snowman snowman so they'll be around that um playworks this is a really big thing so I'm we're excited about it. It's new and we're just kind of figuring out the logistics and how it's working. And so we've we've put a lot of time into this and we um we introduced it at the beginning of the year. So play what Playworks is is it's a program that builds positive play and problem solving skills. And since we have the youngest learners, like we're teaching them how to

051play and we're teaching them how to problem solve and where's a better place to do that than on the playground. Um the staff were trained at the be at in September at one of our at our first P day and they have kind of coaches that come out and they trained. [clears throat] We spent four hours basically playing games and found out that we have a lot of really competitive staff and but we had so much fun and it was how to lead games, how to model strategies for conflict resolution like using rock paper scissors but we don't call it that anymore. We call it ro shambo >> and the kids they've just grasp like grasp that so quickly where when they play tag the nice there's no like arguing over you didn't get me

052you didn't get me they ro shambo everything [laughter] and then whoever wins they're they just accept it. Um so we're teaching them some new games. We have this one game called switch. Same kind of thing where the person in the middle yells switch they run from corner to corner two if two people gets there. It doesn't even matter if the person got there before you. We're going to low shambo it. Whoever wins is going to stay at the corner. But there's no arguing about it. They just have chosen to use that as a really good way to problem solve. Um Mr. O, Mr. Oor, the gym teacher, he teaches the games in gym class and then our teachers take the kids out, show them the we have zones, show them the zone where it's going

053to be played and he's teaching. So the games, the cooperative cooperative skills and um then we bring them to the playground. So recess what's what we're seeing happen is becoming more inclusive. It's in it's intentionally designed spaces and every student can feel welcome to join in any game. Um they're learning not just to play but to include others, solve problems, make decisions together and really building friendships while they're doing it. So we're really seeing some value in that. They also do when they line up there's um you know a lot of like they're in line and there's a lot of kids in line there and they're in each other's space. So we do like little chants with them and they say it's I say it you say it kind of a thing. Keeps them busy

054while everybody's coming up and they're excited to join. So they're running to get there. We don't have our little daughters and they're getting there. we have, you know, they do the little chant and then there's always an end to it that brings everybody down ready to focus and get back in the building. Um, so that's been great. And the last thing is just the would you rather. I think it's worth mentioning because it's a little fun interactive bulletin board that we change every week and the students vote on what would they would you rather. And the one up there is would you rather this was a really easy one. you'd rather have a puppy or a kitten and they can vote on it and then I announce it in the morning announcement. Um, and they

055they all are just waiting for the next board to come out. Um, >> which one? >> That's been >> Who won, the cat or the dog? >> Um, the puppy. >> Yeah, the puppy won that one. This week it's would you rather be have green skin like um I forget what it was but like green skin or have be furry and soft like a werewolf or something from Halloween. The furry and soft is currently winning. Um, so yeah, we're we are so proud of everything that's happening and um, you know, always thank you to amazing staff, students, families for making North such a wonderful place to that. Thank you. Great questions. Answer them. >> Thank you. >> All right. Um, I got to say Heather did an amazing job talking about H Heartland North and

056we we kind of started our year last year because Heather and I worked on the fact that the second graders coming to third grade need a bigger transition. It's a big transition for them, but they needed to be more confident and comfortable coming over. We share specialists, so we share the third grade art, music, and PE teacher, which creates a little confidence for our friends as they get over. But last year, Heather really set um time aside to make sure that the second graders came to visit three or four times. There were some groups of students that we had come additional two or three times. Um and it was basically so that when they arrived in September, they knew their where they were going. They had a really rich understanding of what how the building

057was laid out um and kind of what to expect when they got here. And and the reason I bring that up is the transitions sometimes from, you know, that wonderful 4K environment that she just described with all the like big foundation pieces, right? Those are big foundation pieces for kids. Um really um it it it's you know, they get so comfortable at H Heartland North because they've been there for three years. They know everyone inside and out. They know where they're going, who to ask for help, etc. and then they walk into a new place with let's with big fifth graders walking down the hallway, right? So they they're that's changed and that change occurs again when we send our fifth graders to sixth grade. But the reason I bring that up is because last

058year we worked hard at preparing the second graders for third grade and and again Heather and the second grade staff did a fantastic job. It helped, I think, that our third grade teachers were being trained in ACT 20 with the K2 teachers just because there was more opportunities to have conversations. Um, but the reason I bring that up is the third grade transition this year was beautiful. And so all our all our friends got settled in. They knew where they were going. They had a a much more comfortable approach. Now to complement that of course the three of us the building principles you know worked on portrait of a graduate um pieces with our grade level teams. So we go went into the school year for the first time. I mean yes we work extensively

059on reading, writing and math um and other you know academic areas but we were united with the way we were going to start the year and how we were going to focus on the six themes throughout the year. So that created a real again a purpose, a unity, which I think as Heather talked so well about all the great things that are happening when it comes to how they interact on the playground, how they interact getting in lines, you know, the things they those skills are going to help transfer as well. And even though graduate is really only eight weeks old, right? We want to see the transfer of what they learned going through these six themes over time. Um, so we started our year with Ready, Set, Go. Um, this is an actual artifact

060from our first celebration because the kids had a relay race and had to run out and write Ready, set, go in chalk. Um, which was just, you know, a fun part of the end of September, which was still 80° and amazing outside. [clears throat] Um, we have this beautiful mural. Um, thanks to the foundation, they helped to support that. We had an artist and resident come in. We transformed the space outside of the lunchroom, put in a beautiful area for our lost and found um pieces. And, you know, our students are really into graphic novels in the library. So, we were focusing on kind of that, you know, um, graphic novel theme. That's a a real attention grabber for our third, fourth, and fifth graders. We wanted it to be like a a really like

061fun place. Opposite this wall is going to be a new mural that is going to have panels on it much like the graphic novel that are going to that are going to um you know have kids in caricaturures that represent you know art or the fine arts or math or kids doing a reading activity together and just having fun as well. So, the whole front entrance has gotten quite a facelift and it's really really um a fun more vibrant place um when you walk into the building. The kids love it. These kids are getting their portrait of graduate photo because they were nominated by their teachers um that week uh for representing the theme um and doing something that was maybe um just a wonderful gesture or being prepared um depending on what the situation

062was. And then that picture is popped into the newsletter every week. Um, we still get to do some great outdoor ed things. Um, and so our kids just love being outside. Um, whether it's with Mrs. Marshall or, um, with Mr. Zul doing planting and propagating and harvesting and all kinds of fun outdoor activities. We had the great apple crunch. Everyone was outside um, celebrating fall together, taking a big bite. It's absolutely fascinating what happens when 200 300 and like 50 kids bite an apple slice at the same time. Um it's like you can hear it. It's it's really cool. So we did it a couple of times just for fun. Um but they had a wonderful day. Um and these girls just happen to have cool Apple shirts um when they were outside. Um you

063know I'm off the script so we'll we'll focus here. Um, I want to talk a little bit more about portrait of a graduate because when we set that up, you know, it's a work in progress because it's only been eight weeks and we jumped into the ready, set, go theme as well with common expectations across the building. Our students do great when they're with their teacher in their and I say that third, fourth, and fifth grade, right? Because they're with the same teacher every day for 180 days. that transition sometimes like and that we run into the reason ready set go was important is we created expectations that were universal in hallways, universal in the lunchroom, universal in other parts of the building so that when the classroom teacher is not always with them, the

064expectations are the same. And um so that was really important for our theme. If you come into our building right now, you'll see like really large graphic posters outside the lunchroom about lunchroom expectations, really big posters about busing right before you get on the bus. So that again, those teachers all emphasized those expectations. They talked about them and they they helped us to create them. um celebrated Ready, Set, Go. Had a fun day of just getting outside and doing some Ready, Set, Go relays and um and really just, you know, it was a wonderful way to to to en enjoy the fall day, but also acknowledge the great start to the school year. Um in addition to that, our grade level teams are in um multi-age clusters for the entire year. So every third grade

065group works with a fourth grade group and a fifth grade group and they do a monthly activity. The nice part about that is we're again trying to maximize the older students um independence, responsibility and leadership. So the whole a big piece of this um portrait of a graduate experience is empowerment. And so having those fifth graders model and help lead some of those activities um is a great way to again reinforce to our new students, right? And to our other grade levels how um how we work together, how we share, how we collaborate, how we lead. It'll be ongoing this year. We transferred that out onto the playground because last year we kind of dabbled with sending out some fifth graders to support third grade activities. And um and this year we we really um

066uh tried to um polish that up by calling them our our um student ambassadors. So they have a little vest. We know that they're going to go out and try um to keep that kickball game running, right? We're going to try and have even teams. We're going to try and make sure we take turns. We're going to try and make sure people get opportunities to pitch. Um, and they do a great job of that, but again, it's elevating those fifth graders to build on those leadership skills. Um, and to model really good decision-m they can lead them into um a quick uh rock, paper, scissors or roaming ball to make a decision as well. Um, don't want to miss anything. Those multi-age teams get together once a month and though they are also working on

067activities that are part of our community service. So we're trying to connect each theme to community service. So this month we had groups that created door decorations and like fall cards for some of our senior homes in the n in the area. Um we're going to be doing some um uh themed baskets for our first responders during Veterans Day week. Um but trying to push um encourage our kids to participate in community service by having an activity that the third, fourth, and fifth graders do together. Let's see. Um, also we've got new art and music programs as Mrs. Whan has mentioned. So, kind of having some new faces in the fine arts is invigorating. Um, music. We have students playing ukuleles and getting some experience with different instruments as well. Um, which is fun to

068hear. Fun to hear. Um, some of our kids took a field trip over to Old World, Wisconsin. And again, these guys are doing some seating activities outdoors. Um, in addition to that, we're planning outdoor education days for fourth and fifth graders. That would be kind of an all day fall event, an all day winter event, and an all day spring event. So, we're doing some collaborative planning on that just to get them um a big a rich experience for the day. One of the changes at H Heartland South was our library transformation. Um because we had a wonderful person in the library who loves history and loved social studies. Um and he was fantastic with kids. He did retire. Um and we had an opportunity to bring back Mrs. McMillan who was our third grade

069teacher who absolutely loves literacy, loves being in the library. And she with Mrs. Macowski now have library lessons for all our students. Um they have a literacy lesson once a week. They also have digital citizenship lessons. So like Mrs. McMillan the other day had a wonderful um web quest activity that talked about safe internet searches and being safe on the internet. Um and I know that we pushed that out as a link that was on our newsletter as well. So great opportunities for kids to learn how to use devices in addition to learning how to search for, you know, resources in in the traditional book, you know, um, with our media and and our other literature. Um, and they they build on that by pulling readalouds and books that we can connect to Portrait of

070a Graduate because we have morning meetings every day in our classrooms. We have readalouds. Um, and that's another that's a place where we emphasize the theme of the month by talking about it in real time as it affects our cohort of 24 or 25 kids and their, you know, things that they're working on. Um, this is just a shot of the library right here that she has a Halloween eye spy project going on up on the board. The place has just got a really warm warm wonderful vibe. This is multi-age over here probably working on those holiday door decorations. And this was a c a picture of the pumpkin relay that we did for Ready, Set, Go. Um just a fun way to celebrate. So um it's been a great transition. One big thing that

071we've got coming up in two weeks is the musical that third, fourth, and fifth graders have been working on the Jungle Book. So uh that's going to be a huge uh wonderful event. and um I'm sure it'll be well attended. >> Thank you. >> You're welcome. >> All right. Hey everybody, I'm John from the middle school. Uh I I'm going to stay on script. I prepared a script and I'm going to stay on script because when I get off script sometimes we just go all over the place. So, the school year at Northshore Middle School started strong with energy, unity, and purpose rooted in our theme of empowering every student. Okay, empowering. And we're proud of our school and we're glad that every person is here. Uh that gets said on the announcements every morning.

072I start out with saying, "Good morning, Northshore Middle School. Today is uh Wednesday, October 29th, and we're glad that you're here." They hear that every day from adults in the building and students kind of joke about it, say to me, "Mr. Fox, I'm glad you're here." I know it's resonating with them. They say it in justest, but it's resonating. They're getting the idea that we [clears throat] are glad they're here. And that is powerful. Students established relationships with their new teachers all the way back at welcome conferences and quickly developed routines during those exciting first days of school. staff learned [clears throat] about and ran with our new portrait of a graduate themes and initiatives putting their stamp on delivering these objectives to students. Uh both of the other principles mentioned how the staff really

073took this. We rolled out the principles of this and the initiatives and they immediately took action and said, "All right, this is what we need to do. This is oh my gosh, this could be cool. Let's do this." We saw that happening and it wasn't one of those things where at the beginning of the school year there was a meeting so we did it then they're [clears throat] still doing it. They're still evolving with it and talking about how we can get this going, keeping it off the ground and running. And that's when an an initiative becomes something that's permanent and that's what it is and we are all committed to it. Um, we have several new staff members at Northshore this year and they've truly been welcomed with open arms. New staff receive regular

074coaching feedback and they receive a lot of strategies from their veteran mentors as well as our interventionists and coaches. We are ahead of the norm when it comes to our opportunities for staff development. And I can speak to that because I am new this year also and I've been in a few districts before here. This place is absolutely awesome for our adults as well as our kids. Uh, and all of that just simply translates into a richer outcome for the students. It is hard to believe that second quarter is just one week away, but they say that time flies when you're having fun. Our next slide is all about teaching and learning. Just like all of our students and teachers, I'm learning each day, too. And as I learn more and more about our rigorous

075curriculum and we see the students growth each day, I admire the gifts that our teachers have enrolling that and sharing it to our students. Teachers are constantly differentiating material to best fit the needs of their students, sharing resources to help one another, and seeking out new resources to stay ahead of where education is going. And honestly, we don't know that yet. It is changing rapidly. This is highlighted by photos of teachers in their weekly meetings. They have grade level meetings where they meet as an entire group of sixth grade teachers, for example. They have vertical meetings where all of the math teachers will meet at the same time to plan the continuum of math delivery for the multi- aes. And then there are student services meetings or uh student support team meetings where we uh

076talk about what we need to do to make sure kids are feeling successful at school. In advisory, [clears throat] students are learning about being reliable, using appropriate language, communicating honestly, recognizing feelings, standing behind what you say, and something as simple as learning how to disagree with someone else. And these are real life skills that the students need to navigate. And it's great to see our teachers guide them. We partnered our portrait of a graduate theme of Ready Set Go springing into a new school year and Ready Set Grow with a celebration of supporting local farmers and produce by crunching apples together a few weeks ago. All right. Eighth graders can crunch pretty loud. In a few weeks, we're going to launch a winter collection drive to highlight the new uh theme of care. And we're

077going to have a little bit of uh competition going on between advisory classes for that with some incentives along the way. I don't want to I don't want to spill too much because we haven't rolled it out yet. And we're seriously looking forward to contributing to the district's night nice care crusade in November and December, late November and December. Our final slide is all about the things that happen outside of the day. Leadership exploration and community engagement. Next slide, please. Thank you. And this embedded aspect of school is so rewarding. It's what happens outside of the 11 periods of our day. And it's that time that we can all think of in our school careers when we've built strong relationships and we've created lasting memories for both students and staff. We're proud to add to

078our club offerings which includes uh Buddies Club which is a a fabulous club which pairs uh students without disabilities along with students with disabilities and they do uh service projects, they do fun activities together. It is wonderful. There's about 50 kids in it when I was there at the last meeting and it is fabulous. Um brand new dance club this year. Our our fed teacher is passionate about dance. There's a group of kids that came together for dance club and they're running with it and going. They want to do a recital as the year goes on. So, it is really, really neat. Uh, connect homework club, which provides a a place for students to get together, get a little help with homework. Uh, Dungeons and Dragons Club, jazz ensemble, honors choir, student council, math club,

079the newly created uh, math tutoring with Arrowhead High School students. The Arrowhead High School students are in National Honor Society. They're great kids. They're power rockstar students. They need hours, service hours to graduate. And it is a perfect pairing of the students coming together. There were four of them in the four of the high school students in the office yesterday waiting for it to start after school. And I said, "You guys, you don't know how much the students look up to you, but they love you being here." and they're thinking, "Okay, we're coming here. We're hanging out with some kids. We're helping them with math. We're getting some hours. We're doing that." They learn from the middle [laughter] schools. It is a great pairing. It is a great pairing. Uh there is crochet club. There's

080robotics, Lego League, and we have student and staff interest in the springtime for forming a girls flag football club. Uh which would be really excellent to see happen. We'll keep you posted on that. Um for the second year in a row, Mr. Vento volunteered to uh pull the district utility trailer with his truck uh for the second time in the Arrowhead homecoming parade. Uh that is a fantastic community event. We had 10 staff members and their families um come some of their families came and we transformed I think a 22ft utility trailer into nights at a museum. And uh we borrowed we borrowed the the life-size knight from one of the classrooms and ratchet strapped it into the trailer and decorated the whole thing. We had students and staff in there and the goal the

081goal is to uh have to get a bigger trailer basically to have so many staff members involved from Northshore that we need to have a bigger trailer for that. So that is that is so fun. Uh let's see. We don't this is kind of my my conclusion. We don't take the benefits of this wonderful community lightly and we want to expand our presence in the community as we spoke about earlier in the evening. Uh thank you so much for having us here to talk a little bit about school. Anytime we can talk about the great things happening and put them up and let people know it's it's time well spent. So any questions? >> Thank you. Thank you. >> Thank you. >> Excellent. Thank you, John. Thank you. So, as you just in conclusion, I

082I I don't really have anything to say except just keep going, keep doing, keep thinking, keep bringing it, keep building it. Um, I think, as I said, once we kind of get into those buildings and you see firsthand what it what it really is, it is palpable. And, um, I'm excited and, um, appreciate the hard work and effort that this team has done and what they've empowered their staff to do. So, um, appreciate that greatly. I appreciate you guys taking portrait of graduate concept and really running with it. I mean, that doesn't really mean anything unless it gets implementation all part of that, right? And it's it's not just the principles, it's the staff. It's all through. I know I have I only have one kid left in this district, but I heard him and

083his I was driving him to volleyball practice and they were talking about it in the car and one of the kids was actually in sixth grade. So, the fifth graders was across schools and they were both kind of talking the same language about the program. So, that that taught the coordination amongst the three of you. So, appreciate it. >> Yeah, I see that at my house too with my I have a south and a north and they definitely can connect the same way. So, that's pretty cool. It's great to hear. That's neat. >> Thank you again. Thank you, G. That's really Thanks for taking the time. >> Yeah. >> Okay. >> Number nine, I was going to talk to your business. >> I know, right? >> Yeah. We uh first first item of business >>

084I just wanted >> is uh the monthly finance report. Um just as far as cash position goes, we're sitting uh fund 10 cash in the bank is about 5.65 million. Uh fun 46 is uh about 1.74 million. Uh so total about 74. Um kind of in between waiting on any any aid payments. They don't come until a little bit later. So but we're in a really healthy cash position. Um I kind of alluded that to that earlier in the workshop, but um that's where we sit as far as far as cash in in the bank. Um as far as the finance report goes, um really just business as usual. Nothing noteworthy or out of the ordinary uh to uh to comment on. Um just some normal just normal operational spending really. Um but that takes

085us to the budget. So, um I'm going to I'm going to get up for this one, though. So, I I don't >> I It's the teacher. >> I do. >> Yeah, it's the teacher and me. But I I will say >> I sat through those three um our principal presentations, uh Heather, Dave, and and and John, and it really puts what I do into perspective because I talk about numbers, but the numbers mean that can happen. And that's that's awesome to me. like that's I do miss working with kids but when I see that I know what I'm doing has the the weight is there so it it it uh it's all comes full circle for me. So the way I've set this up is I got a lot of positive feedback on how the

086way the information was presented the first time. So I said let's not reinvent the wheel. Um I'm just going to kind of walk you through what's changed. Um, so I walked you through the original budget that was proposed back in October. Um, but then we'll kind of just look at as more information has been uh become known. Uh, what does that picture look like now? So, if you want to just throw up the first slide. Uh, so the way I have [clears throat] this set up on most of the SLI slides is I'm going to show you what was presented to you as part of the prelim budget, what I'm presenting to you as a final budget, and any changes that may have occurred because of of the information being fully known. So, as I

087kind of uh iterated earlier, uh membership or or or students drives funding. Okay, we had initially projected full-time equivalent membership would be about 1137. Um, we came in at 11:24. Okay, so we had we were we were pretty darn close in our estimate. Uh, but we were the the final number came in 13 full-time equivalents or students uh lower than than that. I will talk a little bit directly about what that means budgetary uh in a second. But uh the second thing that changed is one-time revenue limit exemptions. Basically, if you think exemption, it means what's outside of your revenue limit that that you can spend. Um we've projected about 721,000 of of one-time revenue limit exemptions. Those came in at about708. So about $13,000 uh difference there. Uh ongoing revenue limit exemptions. Again, it's

088your ability to spend above and beyond or outside of your revenue limit. Um and for these, the funding is obviously tied and and and is there. Um we had initially budgeted for $0. Um we did receive 27,000 in change. Um and uh if you kind of walk through this a little bit, uh because membership came down by 13 students, um our revenue limit authority, the amount that we can spend uh went down. And how much it went down? Well, if you look here, those 13 students each come with $11,693 of funding. I shouldn't say funding of authority. Okay. So, that decreased our revenue limit authority by about 152,000, but we did have and we also had uh some increases and decreases. Um so, that 27 offseted a little bit. So, our overall revenue limit authority,

089the amount that we have the ability to raise as far as f funds, uh was about $138,000 less than what we initially budgeted. Uh that 27,000, just to clarify, did come in the way of a transfer of service. Uh what transfer of service does is anytime uh a student that is identified as being special education and and and entitled to and receiving special education services, if they transfer into your district, not open enroll but actually move and you are now the district of residency. Um, if those services cause you to have to increase or do something above and beyond what you're already doing, you get some dollars for that. Okay? Uh, it's kind of it's a little nuanced. So, you have a special education student that comes in, but they fit within your existing case

090loads of what your uh special education teachers can handle. There's there's no there's nothing extra the district had to do. You didn't have to hire another teacher. you didn't have to bring in. A lot of times what you'll see is students that need to have one-on-one aids. So, you have to go hire another aid. That would be costs that are eligible. Maybe they need specialized transport that we're not already providing. So, we have to go contract for specialized transportation services. So, those are all the costs that are above and beyond what we can do with our current model. Okay. So, we received about 27,000 in the way of transfer of service. So our next slide will continue breaking down how things change. So we're going to look at state aid. Now DPI always puts out

091what the what the aid kind of estimate is going to be, but it's not till October 15th that we get uh those full numbers and they're fully known. Okay. So we we projected 84340,000 and change. we actually received 822,000. That's categorical aid. The primary driver of categorical aid is the reimbursement of special education expenses. We talked a little bit about uh in our last budget meeting um our last board meeting when we discussed the preliminary that the reimbursement rate had gone up which is great but that doesn't impact this budget that impacts the next budget because what you're being reimbursed for is the prior year's expenses. Okay. So um and again it's some certain. So that's why that number is kind of unknown. It's a pool. you're not really sure what what you're going to

092get until all claims are in from the entire state. So, we lost about 18,000 in categorical aid. Equalization aid, just to revisit, that's what's meant to equalize or level the playing field between districts of varying property wealth. Okay. Um again uh those are driven by department of revenue numbers what are called equalized values basically like hey how much property value do you actually have in your district okay and the department of revenue certifies that each and every year um we projected about 4.2 million we're actually or 4.42 million and we're actually going to receive about 4.37. So, pretty close uh to what we estimated uh but about 56 almost 57,000 short of what we budgeted for. [clears throat] Uh one area where we did receive or did get a little bump in some state dollars

093is in this exempt computer and personal property aid. This is kind of a really really nuanced or odd one tax code. At one time, at one time they taxed certain property which created revenue for districts. They no longer taxed that property, but they give it they kind of kick it back to us in in this little piece of aid. So that went up by about 35,000. So again, categorical aid, primary driver of that is special education reimbursement. There's some other things in there, but the bulk of it is special education reimbursement based on prior year expenses. U state equalization aid slash some people just call it general aid, but again I like calling it equalization because it's purpose is to equal or level the playing field. And that exempt property [clears throat] u that exempt

094aid um just replaces some lost revenue after changes in the tax code. So, here are some expense assumptions. Private school voucher program expense. This one's kind of it's an expense on our revenue limit worksheet, but we just we never see the dollars. It's not they just it's not that they come in and go out. They just get deducted from our aid payment. We had budgeted 627,000. it only came in at 462. So, uh we were 165 to the positive uh in that voucher uh program expense. Um one area that I do want to take a little bit of time and chat about is uh we did go ahead and decide we will be hiring three I think we already have one secured. We're still hiring two building level substitutes. Um the rationale behind this is

095we've had trouble filling sub jobs. We've had teachers having to cover for other teachers. Um which is okay. I mean as a former teacher uh you have a hard job. Like ju just just your traditional job is it's it's very demanding. Then when you're taking all of your prep times and giving those up to have to fill in for other teachers because we couldn't secure a substitute, that becomes um it's just not sustainable. Uh especially especially to be able to do the great things that that we just talked about with our our building level principles. So we we made the decision we're going to go ahead and and secure three building level substitutes. Um, and the idea behind that is again they will fill voids as they happen and they're they're they're building level but

096if there's no need for them at that building they are they are to be used wherever the need is. So yeah, their home base might be here at Northshore but hey there's no teachers out today. Let's go let's go cover an absence at North or let's go cover an absence at South. We will also um if there's legitimately no job um they don't they don't work. So like if there's nothing for them to do which is very rare um which is very rare but um again it's just another way to help ensure that the positive work that is happening in those buildings the momentum is not slow. uh that it comes in at about $70,000. Um and that's an additional expense than what was in the preliminary budget. >> I think it's important to interject

097here about those three is you may recall if you've been here on this board, you knew that we during ESSER funding hired three previously, but they were benefits eligible employees. Yeah, >> these employees we we wanted to ensure that we were supporting and doing what we could to help our keep that consistency in the classroom, but we knew that the expense of adding benefits to that would be an additional $30,000 at least. And so we made the agreement that we would stay underneath that 30-hour limit threshold that we have to for ADA compliance. >> Um so or ACA, not ADA, sorry, ACA. Um and so we we are keeping them under that 30 threshold which is why it's 70,000 and not 150,000. Just really important from a fiscal responsibility >> point of view. >> Um

098and then the last the last change here to expenses is is is coming from open enrollment. Uh we had we had projected a net outflow of two. Okay. um which which would have cost us about 17,000 almost 18,000 in all reality. Um we actually came in with a net outflow of 3.2 and people have asked me how do you get 2 of a kid? Well, it's it's all based on that full-time equivalent. So you can have a fraction of that. Um so it it was a change from about 18 to about 29. So, uh, increased expense on that of about 11,000. >> And I'll interject here as well. Please know that in previous years, that number's been anywhere between 27 and 72. Um, and so for us to be at this point in time, um,

099where we're at just in in the last three years, that's a big that's a big move for our district. >> Yeah. And I mean, I I I'll go on record and saying the goal is that number's positive. Yep. >> That's our goal. >> Yeah. If it's it's a you know, if the net two was a 18,000 hit, that's 9,000 bucks ahead. So 9,000 bucks ahead times 72 is real. That's a lot. That's a lot of >> a lot of staff for a lot of something out. >> Yeah, that's a lot of stuff, a lot of people, a lot of services. >> Um, can you peel up the next slide, please? >> Yeah, you're all good. So, how does how does this all play? So, I kind of just went through a lot of changes. Um

100the top is what we had all saw under the preliminary budget. Okay, we had estimated 1137 members that 11693 is our full authority per per student uh onetime exemptions of that 721. We didn't budget for any envoy which brought our initial initial revenue limit authority of about $14 million. Okay. After the chips all fell on the table and we figured out all of those assumptions became known, we're working with 1124 membership times the 11,693 per student plus the onetime exemptions of 707 ongoing of about 27. Uh, which brings us to our new and final revenue limit authority of about 13.87 87 877 million. So, um, this is kind of the size of the pie, how it's changed, and why it's changed. How was that pie made, what's what's going into it, um, up top is

101what the ingredients were for the first go round. Uh, percentages didn't really change much. So, the composition's kind of the same. It's just the composition of what. Okay. Um, green represents local property taxes. Again, um, they are going to be increasingly important to fund this district going forward if the state continues to say, "Hey, we're going to take a pass," which they've done this year. They said, "Hey, you can you can you can raise more dollars, but the burden's going to go to your your local tax base." Uh so in in our final revenue limit, we've got about 9.37 uh levying on the local community and then about 4.5 million in state aid. This is just kind this is just a summary of what we already just saw. uh proposed about 14 million. New revenue

102limit about 138 139. Uh local funds again percentage- wise didn't change much. The composition is about the same uh but the dollars are changing as that overall size of the pie shrunk a little bit. uh decreases in me membership, one-time exemptions, transfer service aid, and some exempt aid were all kind of pieces to the puzzle that got us here. We're going to jump into just some fund what what's kind of changed fund by fund. Um we'll start all funds. Um gross expenditures. Uh, actually before before we start talking about this, I'm going to just kind of break this down for you. Um, we've got 2425. Okay, gray is what you saw originally last month. Okay, that was the original or prelim budget. Okay, the percent change, just so you're all aware, that percent change isn't

103how it changed from the preliminary to the final. It's looking at, hey, how has it changed from last year to the final budgeted numbers for this year? Just so we're all on the same page. Okay. Uh gross expenditures rose about 5.9%. Um, and you if you look here, um, just to kind of speak behind the numbers, um, the, uh, the primary drivers of that, wages went up by about 290,000 or 3.2%. Benefits went up by about 300,000 or 9%. And instructional costs went up by about 188,000 or 3.13%. Those were the three biggest drivers outside of the fund 46 transfer. Okay, the fun 46 transfer I can't really tell you the the percentage growth or gain because it went from nothing last year to budgeting about 350 and change this year. Okay. Uh inter fund

104transfers. Inter fund transfers are going to be your fund 46 transfer and then your your fund 27 transfer to go ahead and fund the special education services. um [clears throat] they went up by 27% but again the the crux of that is because we put zero into fund 146 last year and we're putting 350 grand in this year. That's that's really why that that looks like such an outlier. So net total expenditures went went up by about 4.6%. From 2425 to the final budget numbers fund 10. So if you if you look here, this is kind of very telling. Uh revenues pretty flat. Expenses, it's that it's that that 5 6% that we're kind of seeing uh as pretty pre uh pretty standard across the board. Um and if if you look at at revenues,

105I I like I said earlier, I pulled some some specific information that Chris had asked for. Um, between 2425 to 2526, we lost so real dollars. From 2425 to 2526, we lost $456,000 in state aid and $103,000 in federal aid. And as a result, local property taxes went up by about the same. It basically has to wash the two out. It's and it's it's it's it's more of the the dynamic of cost sharing is changing in education. It's going to become increasingly more burden burdened on the local tax or local municipalities to fund any increases in in the operating budget of your schools. 110 our special education fund um stayed pretty flat. Um we had initially budgeted 1.693 um and uh it turned out to be about 1.664 um after a few changes were made.

106Uh I had done a little research on how we were paying a couple of our um people's services and um much of much of their much of their income was coming out of fund 10 which is obviously not reimburseable. So we we're going to maximize that 39%. So that kind of made up a little bit of the difference there. um food service. This is where um our discussion earlier kind of filled a little bit of a gap. Uh we had initially projected about a $30,000 deficit for fund 50. And again, fund 50, behold, it's designed to be a self- sustaining self-sufficient fund. The revenues generated by the fund support the costs incurred by the fund. That's the way it's supposed to be. So, we're getting closer to that. um moving away from that deficit funding

107because if you have a deficit in fund 50, you're taking educational dollars, dollars that should, in my opinion, be used for the benefit, direct benefit of students in the classroom, and you're taking those and you're have to prop up your food service program. So, by making a few adjustments to pricing of those non-program food items, we balance that budget out. Um, so we're at 555,000 in total revenue and 555,000 in total expenses. Lastly, but not least is the community service fund. Uh, the biggest the the the biggest driver in this fund is our uh is our daycare program and before and wraparound care and all the things that they can offer offer families. Um, fun 10 or [clears throat] uh what is it title? 180 should be fun. Fund revenues should be one are 1.147.

108Again, I I think I alluded to this a little bit [cough] in the last meeting. Uh the revenues of the of the daycare are are very very hard to predict because it's all about the breakdown of where their kids are at as far as age- wise. uh because obviously uh a a little infant uh needs a much greater care and there are certain standards that says the state says oh you can only have certain number of that age kids to to an adult so those are more expensive versus older kids are less expensive uh so that kind of drives a lot of the revenue for fund 80 >> one thing to be clear here I mean just for tax none of uh none of the property taxes or anything go into this fund this is

109just some this a little bit wonky that it has to get run through the school district. So, I mean, >> whether we budget more or less, it's ultimately it's not impacting the taxpayers and the levy and any of that sort of thing. >> Now, we we could we have the authority to take some of our levy and put it here, but we don't do that. We make sure our full levy authority goes into educational and programming and and and staffing that is going to be to the direct benefit of of kids and families. >> Yeah. I mean, there there's a benefit to us to have this program just from a community perspective. We also get a a modest amount of rent from them to to our facilities, but there's no just if somebody's watching like

110why why are we paying for daycare? You're not, right? It's the people who have kids in there. >> It's it's not exactly the same, but it's it functions much like fund 50 for us >> where the revenues are supporting the expenses of that fund and it's it's it's a very very much of a self-sufficient operation. um fund 10 balance. Again, all of those great things that we're able to do in the classrooms um don't happen if you're cash strapped. Um our ending fund 10 balance and and I just want to make sure that this is noted. You'll notice that um unawited 2425 was 6 thou uh 6 million right around and now it's looking like 56. Again, we took that $400,000 and we we put it into what's called a restricted fund balance, meaning it

111can only be used for capital projects. Okay. Um, as far as percent of operating budget, this is really how you tell what's enough. Um, WSBO, which is the Wisconsin Association for School Business Officials, uh, they they throw in a benchmark of 30 to 35%. Okay? So, if you're in that 30 to 35% uh kind of sweet spot, that it's a very very healthy place uh to be uh you can re uh eliminate the need to short-term borrow. Uh reduce any um cash flow issues. Uh and again, you can just be proactive with things, fix things when they need to be fixed, address things that need to be addressed. Uh and you have the flexibility to do that. Fun 46. Um this is one area when the revenue limit started to shrink. Uh this was this

112is the easiest area to to to scale back a little bit. Um we have some need obviously uh but I thought this was much more prudent uh than trying to strip things out of programming or any staffing or anything that might affect uh directly affect uh the the educational program that we're delivering. [clears throat] So, we had initially budgeted for about $414,000. Um, this final budget includes a a $351,000 uh transfer to 146. Um, so with the 351 plus $65,000 of projected interest earnings for for the for the fund, um, we're projecting an ending fund 46 balance of about 2.1 million and change. I I should know the answer to this, but um >> do we think of that [snorts] 2.1 that's I know that's for capital projects. Do we think of that 400,000 as

113addition to that too? So we really would have 2.5 like where's that 400,000 sitting since it's out of the general fund balance? I know it's in this restricted account. So can we do we think of it as >> two and a half is there for capital projects? You could you could think of in I mean from 30,000 feet above. Yeah. Technically speaking, no, it's not part of that. >> Well, I know it's not part of this plan, but it's it's money when we get absolutely >> when we get our 10-year capital plan. >> Mhm. >> We have we'll have if we if we make this contribution, we'll have the 2.1, but we will also have this 400,000 that we earmarked. >> Correct. >> From our general fun. Correct. So half of >> money saved by

114the end of this year for ongoing capital needs. >> Absolutely. >> And the restricted funds in 10 are a little more loose. They can go towards any capital and it would be really for >> it's not on the 10year. >> It would be for the board to deem that yep this is this is capital in nature, >> right? >> Yep. We're going to we're going to fund 46 has to be >> if it's not in if it's not in the plan then you can't do it. >> Thank you. >> Yep. Um >> I think you want to go to Yeah. So, one of the one of the things that I was asked to do um by by I know we [clears throat] there was some discussion in the in the last meeting and then Matt

115had also asked for it as well um to just kind of put some dollars to this because I think it carries more weight when you could really see what's being spent as far as as as uh capital improvements, capital projects being funded within our fund operational uh budget. Last year, like I said earlier, we spent about $500,000 on projects um that I think Dave talked a little bit about his his entryway got a refresh. There's been things done all over these buildings. Um but $500,000 uh last year, and we're looking to spend about a little bit greater than that, about 535,000. Uh some of those items asphalt at north uh playground asphalt um at north um south playground asphalt dish I didn't know dishwashers can be 60 grand but >> it's yeah um carpeted south

116and then a new plow truck for um for our building the grounds folks as we begin and just to be clear none of this is coming out of the 2 the 2.1 none of this is coming out of that $400,000 fund. This is all out of that general fund. So >> yeah, this is all one of our part of our fund 10 operational budget. >> It's just >> so again we're to play this video if we have to go to referendum in 5 years or something. You know, we've been doing a lot of >> Yeah. I mean, we're we're trying to be proactive. We're trying to be fiscally responsible. Uh and I think this showcases those two very things. I believe that. >> Yeah, there's >> there's a couple couple more items here. Uh, so

117tax levy. What this is what this is what I like to look at. I I think mill rates get into a little bit of a game plan because they're based on how the property values change. So, you're not really comparing apples to apples. um this budget will will uh add 6.74% to the levy. So um not the 7.67 we had initially budgeted for. Uh so as that remnant limit authority shrunk a little bit so too did the impact on the overall levy. the the I think the point here is two slides ago you just showed that our overall budget went up like 610 of a percent. >> You know, it's basically flat. The levies going up 6.74. That's a function of the state federal government not giving us any more money. Yeah. >> And that

118burden falling back on this community. Yeah. >> So we are we are we are we are getting more money from this community. We are not getting more money to operate this school. >> Yeah. I mean the the exact numbers is the total decrease in state and federal aid was $559,721. So we lost 559,000 and we're asking the local prop local property owners for 500 $591,000 more. So it's it's basically what we lost in aid. We're asking our local municipalities for >> questions comment. >> So when we look at that 11 693 per student >> yep >> that is really 11368 plus the 325 that we can >> 325 is in there. >> The 325 is baked into that number >> is that's why it's 116 >> 693. Yeah. It's really it's 11,698. It rounds to

119>> so if we didn't want to tax max authority >> that is the maximum revenue per member that we can generate. >> Okay. And that's why we went with that number because we do want to >> this is this budget is built just like the previous utilizing our full revenue limit authority. >> Just want to make that clear. >> Yep. Any other questions? >> I don't know that I have a question, but I think I I want to in I want to state this here um on behalf of my colleagues and and as the superintendent of this district, it does not fall lightly on any of us that work in this district. um the understanding that we are caretakers of these facilities at any given point in time and you have entrusted all of us

120to um take in the residents of this district and teach them and given us the space to do what we love to do and what we all went to school to do and trained to do. Um and and we we know we have incredible facilities and we know that we've been given so much from this community to do the work that we have and it isn't lost on us that these are yours and and so I just I I I just need us to be able to know that and and hear that and hear those words from us and that promise that we are doing what's a best for kids what we're doing to you heard Patrick earlier take care of the facilities through Greg and the work that we do the fiscal responsibility that

121that you see um again displayed this evening. Um but I think it's really important for you to understand that that we appreciate and understand that um and don't take lightly that these are your facilities and um we thank you for giving us the opportunity to take something and run with it like we are this year. >> There's two two additional things uh that I I do want to mention. Uh this last slide uh does show that mill rate. Uh again I don't know that it carries as much weight but uh we had projected a mill rate of 3.25. Uh mill rate the final mill rate came out at 3.33. Uh and you can kind of see what that looks like uh for varying uh property valuations. Um the other thing that just a little bit

122of foreshadowing um we did have a facilities study done by Findorf and um Greg and Greg and I had the opportunity to sit down with them and we kind of dissected what they put together. They had a very comprehensive report. We we just got their initial draft. We don't have their final draft yet, but um once Tim him and I kind of scrubbed out some of the more um in-house more housekeeping type items, um we come to a total of about $3.5 million in capital improvement, capital maintenance that they are suggesting we have done over the next 10 years. Okay, that's that's a big number. Okay, I want to stress it is a big number, but we are in a position to take care of that $3.5 million without having [snorts] to go to referendum,

123without having to borrow a dime. And the only the only reason we are able to do that is being fiscally responsible, using our full revenue limit authority and planning proactively for these items instead of trying to go reactively and say, "Hey, we sat on our hands for 10 years. Community, we need your help. We need the community's help right now so that we can do it right." So that's that's all I got. If you guys have questions, I'd be happy to answer. But >> just one question. Not sure if you know this because you weren't here last year, but the estimated tax amount for the assessed value. Do you know how much that changed? >> About 9%. >> Okay. Thank you. >> I think it was it was projected at 94 and I think it

124came in at 91. >> Okay. And that's an average across all of the M municipalities that represent the district. >> Thank you. And just to do a quick and dirty, the pre prelim of the 325 is 812 for the 250,000 and it goes up 20 bucks. >> Yep. >> To 832 for that 250. Just to kind of put it into some >> perspective >> dollars. Yeah. >> So, it really isn't >> a huge, >> you know, I think even the 750,000 went up like 50 bucks. >> Yeah. >> 60 bucks, something like that. which is very nominal. >> Yeah. Which I understand it's still >> money it's coming out. That's just preliminary now. >> From October is much more than that. So >> um do you know what last year's mill rate was? >> 3.25.

125Uh no >> no that was last >> 3.41. >> Yeah. >> But then again way down at that point. What you really want to look at >> what you really need to look at if you want to compare year over year is what happened rate goes up which causes >> that's really where you can compare >> right >> nice chuck >> yeah thank you >> if nobody has questions I'll make a motion to approve the budget and tax levy as presented >> second >> all right any discussion >> on the motion to approve the budget and tax levy as presented. Questions or comments? My only comment again is more so for the public is just to remember that with the budget again we are proactively putting 350,000ish into fund 46 which is a capital maintenanceon

126fund. So those funds are restricted for only improvements that can be used for predetermined needs on a 10-year plan, maintenance plan for our district. Why that's important is that means we are not collecting an extra $350,000 to be able to have a pizza party or say have iPads for everyone. No, these are restricted funds to help us as Matt pointed out and Patrick pointed out so that we don't have to come future facing and say we need help with an operating or capital referendum. That's the hope and I'm really encouraged by the Findorf report although the numbers large we're 65 to 70% of the way at the end of this year funded for the next 10 years. >> Yeah. Well, it's even better than that because that 3.4 four is the inflated non. >> So

127if you put a group, they put a factor in there. >> So >> depending on how far it's pushed out >> and when you combine that to we're debtree and what the public may have missed from the board workshop. We're doing exceptional things in the districts. We're performing very well. The buildings are working together and we're putting out a great product which are very good educated, caring, involved, communitydriven kids. So I think it's a sale. >> All right, that was my old pass a referendum three times in six months. >> What? >> We won't have to try to pass a referendum three times. >> That's right. All right. If there are no other comments, all those in favor, please say I. >> I. All those opposed. >> Motion carries. >> Budget and tax. Nice job,

128Patrick. Thank you. Yeah. >> Thank you guys. >> All right. Now, we'll move on to discussion and decision on the budget calendar. So, my computer's dead, but I can just tell you that the budget calendar is uh largely the same schedule that we use this year. Uh it worked for me this year. Um I I'd like I'd like to stick to that same schedule as long as it does not have any adverse impact on any of you. I can say from a finance committee perspective that this calendar worked fine last year and as long and he's I think got gotten us information well in advance when we needed it. So [snorts] okay then at this point I'd be looking for a motion to approve the 25 budget calendar. >> So moved. Can I say that?

129>> Yes, you can. >> Got it right this time. I'll second that. >> Any discussion? Hearing none. All those in favor, please say I. >> I. >> All those opposed. The budget calendar moves forward. >> All right. On to new business. The discussion and decision on the school year calendar change. >> Onto another calendar. Yes. And you know, these are always really hard things to do. We don't like to have to try to change a calendar during the year, right? It's not it's not something that we try to do or want to do. However, after doing some deeper digging into our current situation with the calendar um and looking at all of our feeder schools and knowing that we all share transportation together, right? This is this is how this came to be. we have

130and and you all kind of have a brief overview of that from what I what I sent earlier. Um but for the community, the state requires a certain number of hours of minutes of instruction for students. Um and the state requirement is 1,50 for um kindergarten through 6th grade and 1,137 hours for 7th through 12th grade. Currently, H Heartland Lakeside, I should say, currently and for many years because of our transportation situation, um, kindergarten through fifth grade is sitting at 1,150 hours and 6th through 8th grade is sitting at 1,325 hours. So, hundreds literally of hours over. Um, which is great, right? That's there's some educational stuff that's happening. But what I will say is um when [clears throat] we started looking at the other calendars, five of the other schools are not in school.

131They are out on the 5th of June rather than going through the half day um the 10th of June. So what I would like for us to do and I am asking for this evening is to change our calendar to end school on the 5th of June and not go in through Monday, Tuesday and half of Wednesday. Part of that is that awareness of fiscal responsibility and we've heard that a lot but what we need to understand is because we are a shared contract and the other schools are not in session Hartland Lakeside would be paying for the differential on that. So just to run school because we would be running buses when other schools would not. It would cost us more. Um so I am asking for that. A lot of times you leave

132some cushion for um snow days. um we have well enough hours to do this as well as you know kind of take care of our snow days. Um and and it's just I I think it's just something to be asked and to be looking at. Um a lot of feedback from parents. I do have uh parent advisory council. I've spoken to several parents. Um we haven't talked really to staff about this. Um talked to administration about it. It's always been a wonder why are we in school but they're not or how how does this work? Um, so we dug into it a little bit deeper this year and that was the finding. Um, so you >> think staff's going to complain about >> Do does that so then does that affect any of what Patrick

133just presented with a budget expense wise? Obviously, you said transportation will save money, but that doesn't necessarily affect teacher sale like pay >> it would there would still be end ofear requirements for them. They have a contract >> and I haven't figured that as much but >> there could be some modest savings >> modest operational cost hourly some of our student facing hourly workers y >> uh wouldn't be here so there would be some modest savings there as well. So then would that whole week be off and then the next week you would start >> summer splash. >> That is correct. >> Because I know that will affect some community members with daycare and children for working parents. Just putting that out there. Not that that's a huge difference, but it is something to be

134>> aware of. Yep. And I I totally hear that and and and have heard that previously. So I think for us um one of the things that we run into is our teachers are our teachers for summer splash and giving them two and a half days >> oh yeah >> is you know we're seeing signs of nope I'm I'm not going to take that first two week session because I need to be able to reset um and and I think some of our revenue um and change in FTE is because our summer school attendance um didn't pan out the way that we had hoped. We have talked about looking at Fridays at the possibility of not holding Fridays because our attendance decreases on those days and it costs us money to hire teachers to teach.

135So that ROI, where's that sweet spot? Um, all things to be discussed, but I think for us and um, based on the feedback that I have received, um, it'll be nice to be done on a Friday for families and not have to figure out the two and a half extra days. Even though it does impact daycare, I think 6 and a half months is more sufficient time for us to prepare for that. The only other thing that it would impact is 8th grade promotion. Um 8th grade promotion right now is set to be the 9th, which is the day before uh the release. We would move it to the 4th. >> Any questions on that? >> A question for Patrick. I'm not sure if it was addressed from Morgan. I think she alluded to it

136but so those savings days from ending early because as you mentioned there are additional costs for >> were those captured in the existing so they weren't >> no this is assuming a status quo >> this budget assuming we change nothing >> a little more cushion >> so then there would be essentially two and a half three days worth of >> savings >> potential savings >> yeah I mean >> would be the biggest thing >> yeah I mean the transportation piece is the by and by by and large the biggest >> piece that's good I I wanted to see if You had assumed it. >> No, no, no. I will never do that until >> it's approved. >> Yeah. >> Thank you. >> For both. >> I would um Oh gosh. I motion to approve the

1372526 school year calendar change as presented. Sorry. >> I will second. Any discussion on the change? >> That'll be added in this after the meeting for reference for going back. >> What do you mean added in? >> So that right now it's not an attachment on the new schedule because it was >> is that something that we added in there for reference on going back? >> What do you mean >> the new schedule? >> It's [clears throat] currently blank because we >> all it has on the agenda is this. >> Yeah, there's no >> Yeah, I haven't changed the calendar. >> So it just needs we just need to say what it is somewhere. >> So whatever. Oh yes. >> Okay. Okay. Yep. We will add that. >> Okay. Then I have no other motions.

138>> Sorry, I didn't I didn't see that. >> Any other discussion? >> Hearing none. All those in favor of changing the end date from June 10th half day to June 5th, please say I. I. >> I. All those opposed. Motion carries. I assume that'll then kind of go for the following year's will. >> Yeah. So, that's the other reason we're getting ready to bring the next calendar to you and we're really working to align better with our feeder schools and um I know Arrowhead is looking at making some changes to their their busing schedules. So, as we try to figure out how we're all going to work together, it just makes sense for us to work and collaborate on our our days. It just really does. >> It's awesome. It really does. Thanks for all

139that work on that. Um, it's awesome. >> Great find. >> Mhm. >> All right. The next item under new business is the resolution recognizing USA's semiquincentennial, which is the 250th celebration and anniversary of the United States of America. So the resolution that you see in front of you would be a publicfacing testament to our desire to have the district have a focus on celebrating, educating, and then promoting the anniversary of the [snorts] United States. And the way that it's written would be that there'd be a concentrated focus in the last week of school of that. So helping provide a little excitement and a little education at the same time for a monumental event uh in the last week of school when the tensions start to wayne and providing something of a little bit of an

140impetus of something new. So that's what is here in front of us. >> [snorts] >> I will also add to this that this does align very well with our strategic plan and our portrait of a graduate as a culminating event to um civic responsibility and um some of the activities that we're doing throughout the school year and I've already talked to our uh leadership team about it and they're kind of excited about creating activities and um surrounding this. It comes right after Memorial Day. Um, so it really is a great educational culmination of celebrating 250 years >> and this would give us a lot of time to be able to plan for it. Absolutely. Maybe have just ideas. I'm not saying it but like speakers or veterans [clears throat] or anything else >> to be

141able to come in and connect with kids and really >> bring home what that 250 years means and what the founding of the United States was on. >> Can you tell me where this came from? >> Yes. I actually found it somewhere online and then found out that there was a Saras I think it's Sarasota school district down in Florida that had put it out and um it just it seemed really interesting. >> So you didn't pull it directly from the 1776 Project Foundation website? >> No, I found it from Sarasota. Give me a second. >> Cuz it is exactly the template they published. >> Yeah. And I have that printed right here if you want to see it. 1776 Project Foundation, which I believe Chris is um sponsored by. >> I'm not sponsored by

142them. >> Um >> they are an independent organization. >> They are a politically backed >> organization though. Correct. >> I have received nothing from them, but thank you for saying that. Uh give me a second while I email pulls up and I will tell you. >> Okay. So, [clears throat] >> so Tom Kathy Tommpkins from the Sarasota Sarasota County School District had sent the confirmation of the wording to me uh Sarasota School District uh board office and I also received it from another board member from there. Just a moment. Um, so I'm just wondering why we would use a third-party source um that we don't know anything. We haven't vetted. It's an unvetted source. um it's not something DPI or WASBY or another official civic education body um presented, but yet we're pulling this that

143is directly from the 1776 Project Foundation and the 250th anniversary in um coalition that is um Yeah. So, I'm just wondering why we would Yeah. I mean, I have a lot of questions about it actually. It's not >> I can only speak to what's in the resolution. >> Correct. >> And so, if there's something in the resolution itself that is problematic, then I think we should discuss that, the genesis of it. I've already explained where that came from. So, if there's something in the actual resolution that you'd like to talk about that >> Well, I I mean, I guess I'm more curious of how you would have found it on Sarasota School District and why you were looking for it. If we don't really need a resolution and it's symbolic, >> is that relevant? >>

144It is actually because I want to know why you're presenting a symbolic resolution that we've never done nor need to do because it doesn't add funding, doesn't add curriculum. We've already established that our curriculum is very much doing its job. We've approved it three meetings ago, maybe more with our social studies curriculum inquiry journey, which addresses civic education in a structured standardsbased inquiry and age appropriate way. So why we would want to add more work to our already taxed staff on the last week of school for something that they're already doing? >> Well, I think there's a lot of loaded things there. So let me ask about understanding. >> So you're saying it's adding a lot of work for something they're already doing. What do you mean? >> Well, you said you want speakers, you

145want presentations, you want projects. Who's planning all of that? I said I want that or I said those are >> those are ideas that are in this resolution saying that these activities will include but not limited to curriculum based lessons on the founding error which I'm assuming we already do discussions on the significance of liberty and selfgovernance patriotic assemblies community service projects and events that highlight who's planning all of those >> from what I heard [snorts] earlier from Tina it align aligns well with the portrait of a graduate >> which we're already doing. >> Correct. So it's not a lot of extra work from what I'm hearing. And secondly, if there's something in there that you feel doesn't make sense for our district because when I heard earlier about the presentation of features versus benefits,

146>> I don't think this is a benefit. I think it's a feature and I think it's something that we don't need to make a resolution about. We can go and do it. That's all well and great. But this opens the door for any third party to come in and say, "Hey, you should set a resolution about this." And we want you to celebrate X, Y, and Z. And then that opens the door for us to then have to use more resources, more time to debate if it fits our model when we already know that our curriculum is what we as a board have approved, what the community has approved, as you like to say, voting us in. Correct. So why we need to add more to it in that respect at the last week of

147school? >> Well, I I personally disagree with you on the interpretation of it. And that's >> Well, and this is a very very vague, deliberately vague resolution. Um, if we want a resolution, why can't we write our own? Why can't we have a locally driven, studentdriven resolution that they come back with and say, "This is what we think it should be." Tie that into portrait of a graduate. Empower them to be the leaders. If you're going to say Portrait of Graduate, let's let our students do it. Why are we going to Sarasota school district or the 1776 project when we have incredible test scores and an awesome district that if you so want to make this celebration happen [snorts] can [clears throat] >> do I just think it should be coming from our district our

148local district which we are all about communitydriven something. So, I I would like to know why you think we should use this resolution as opposed to write our own. I again, if the wording in it is in some way offensive or doesn't deliver what I think is good for the celebration of the anniversary, then we certainly can manipulate change. The idea behind it, I think, is very good. I think it aligns with what our community stands for. anything. >> Would you would you mind if I finish? I was very polite when you were talking. Thank you. >> Condescending, but thank you. >> How so? I didn't >> just keep going. >> Oh, thank you. Appreciate the approval. So, this I feel does a really nice job of talking through a board and district commitment to

149celebrating the anniversary of the United States and making a public facing commitment to support it. That's it. >> This I mean this is the reason we're you want we want to do this or you want to do that. I mean it's it's largely symbolic to have this out there, right? So why do we need to do it then if it's symbolic and it doesn't mean anything? >> Because it it it sets a a nice communication to the community that we believe in this and that we think it's a good idea and that it fits in well with our vision and mission of the district. Again, if you don't like it, that's that's your prerogative. That's okay. This is just a discussion on it. My my my one question is you know the things she listed

150out the five things like by stating that are we like what does it mean if we don't hold an assembly? I mean like I understand it's more symbolic and it's just like you guys go ahead and do this stuff. Are we we like locking ourselves into somebody saying you didn't you didn't hold multiple patriotic assemblies. And I mean that that was kind of the one paragraph that gave me a pause is like we supposed to like what if we don't do enough of this? But I mean it's largely symbolic. I kind of get that. So um you seem to think it's not overly burdensome and something that can make it I mean I kind of tend to agree that we could kind of just tell Tina to to just bake something like this in and

151the social studies and history teachers can do it throughout the year. But, you know, I get I understand the symbolism of the 250 years and we as a district are so it's it's more symbolic than throwing a bunch of >> correct. Correct. >> And if the wording in there for some reason doesn't align well with goals for say shall include change it. We can vote it to say could include. I mean, it's a simple word change if we feel like there's any sort of burden because again, it really is a symbolic and it's part of the strategic plan with increasing community engagement, awareness, and and really the benefits of what we're trying to put out that that's really what this is a symbolic statement 100%. >> But it had no community collaboration in it, which

152you just said was a big thing. >> Yeah. But I mean, my guess I don't want to pay a a local attorney [clears throat] to dress something like this up, too. I mean, the question in my mind is, do we want something symbolic like this out there or not? And if we don't, we can vote no. And if we do, we can vote yes. And if >> or we can tweak this. I mean, I'm not me personally, I don't want to hire whoever our attorneys are to draft some whereas clauses that, you know, are different or anything. It's like either you have something like this or you don't. >> Right. And I I don't there's anything in here. I agree with you, Matt. I don't think there's anything in here that is putting a burden

153or an absolute commitment unless we wanted to change that one word from shall to may. >> But have we run this through anyone that has the legal knowledge to know that we aren't putting ourselves into anything? We're just copying a template. We haven't asked if this is even okay for a public school to have since it says guided by faith. That can't happen in a public school. There is separation between church and state. I'm sorry. I just don't think we should be opening ourselves up to anything that is partisan or political politically driven when we're supposed to be serving all not specifics. And if we're going to do this, then there has to be an opt out policy just like with every other policy we've had >> or resolution that we've never had. >> Just

154to go back, it says guide by saying about religion like I have faith. I'm not going to get by that car when I walk. That doesn't mean it's religion. It's just >> but it is not. It is supposed to be se separation church and state and religious >> religious out there. It's just faith. Faith is a word. >> Well, words have meanings >> as we've [clears throat] been very clear with. Um that's fine. I'm just stating my opinion, trying to say that I don't think we should be taking anything from the 1776 project, Turning Point USA, Moms for Liberty, America First Policy Institute, America's 20 250th Civic Education Coalition. Why can't we write our own? If you are so hellbent on having this resolution, write your own. I'm all for celebrating. Let's do it. But

155I don't think we need this. And I think it opens the door for a lot of things we don't need in this district or that we are trying to get rid of. >> I I think that makes sense on there, but I would like to make a motion to approve uh the recognition of the 250th anniversary resolution. Second it. >> Any further discussion? >> That wasn't really a discussion, but yeah. I don't care. I would put I would put a I would treat it to may include, but I mean if you're telling us it's not that big a burden, I don't I guess I don't care that much. >> We don't know be a burden because we haven't put this through legal. >> Make a we can amend it. We can make a motion to

156you have the right to make a motion to amend the the document to say may instead of shall. I think it's made shall, right? Or will >> Here's the motion I'll make. I'll make a motion to to modify it. I don't know how to do this so it's clear but you know if you print it out the top of the second page it says let me just before I make a motion what I would like to say we forgot to say is that it's at the top says be it further resolved that these activities will include but not limited to just instead of these activities may include and then get rid of the but not limited to and then it's just like so then nobody's like well you didn't have a patriotic enough assembly and

157so I don't think you guys did what you were supposed to do or whatever then I can live with with this as it's largely symbolic and if Tina the staff doesn't think this adds any additional workload or whatever but >> who's approving these projects and assemblies it'll it'll be my team I I think right >> I mean this is vague so I wouldn't know with his resolution. Sorry Tina, I did not mean to be >> short. I'm just trying >> point of order. I'm just trying to get I'm writing this one down. So in the for the res resolved it the activities will include would be may include >> may include >> but not limited to >> and we'll eliminate the words but not limited to >> and eliminated but not limited to. So it

158just it would read that these activities may include curriculum based lessons on the phone and air discussion you know all the rest of it states just may just so not like somebody comes in like you didn't >> you didn't do a curriculum based lesson that's really that's the you know just >> may include so that's the motion on the floor I'll second that so now we have a motion on the floor to amend the document to read be it for the resolves that these These activities may include curriculum based etc from that point forward. So any discussion on the amendment of the language [snorts] hearing none. All those in favor say I. >> I. All those opposed? >> No. Motion carries to amend the resolution to say on page two we have further resolved that

159these activities may include and then the descriptions thereafter. Okay. Now we're back to the main motion on the floor which is to approve the resolution to celebrate the 250th anniversary of America as presented with the amended language. All those in favor say I. I >> I >> All those in opposed? >> No. >> The motion carries. >> Okay. [snorts] I have no addition. I have no items for the board president report. Any comments for future discussion items? Okay. and we'll go on to future meetings. PPC, is this correct? Thursday, November 13th, 9:15 a.m. Yes. All right. Finance Committee, Tuesday, November 11th at 8:30 a.m. Correct. >> Yep. And then the school board meeting will move back to Monday, November 18th. Oh, correction in the notes. It says 2024. >> Should be 2025. at 6:30 and

160that is correct. >> November 18th is a Tuesday. Um, is there any opportunity to move that meeting to the 24th? >> Should be the 17th. >> Okay, hang on. >> Should be Monday the 17th. >> Monday the 17th. All right. So, we have to that >> 24th. You're not getting into Thanksgiving week, are you? >> Yeah, that is Thanksgiving. So we just move it to Was it supposed to be the 17th? >> Supposed to be the 17th. Yeah. >> All right. So what it was scheduled for, Matt, is Monday, November 17th. >> Correct. >> Okay. No issues. That's all. Correct. Great. >> Okay. At this point, I'd be looking for a motion to adjourn at 8:55 p.m. >> So moved. Can we not discuss moving that Monday, November 17th meeting? If we can't get it

161to the 24th, can we push it to the 20th? Hold on one second. Because technically there's a motion on the floor. If no one's it, the motion dies and then we can do that. [clears throat] Is there a second for that motion to adjurnn? Hearing none, the motion fails. We are still in open session. So we can discuss the school board move. So you're requesting >> the whole school board or just the PBC? >> I think this you were asking school board >> the week of >> it's the same week. If we can't push it one week to the Monday of Thanksgiving, can we push it to Thursday, November 20th? >> Oops. I personally can. I personally cannot. cannot I cannot the rest of that week I'm unavailable even remote unavailable even remote until the

16220th. >> Can we not go earlier? >> Yes, I could go earlier. >> I I'm just asking. I don't know. Oh, like the prior week. Yes. >> Well, because our finance meeting is the 11th. When is the PPC? >> 13th. So, it leaves the 14th on Friday. I don't think we need >> or the evening of the technically don't need the PPC meeting. It just whatever you something came out of that you had to get decided. It would have to go to December. I mean, there's there's no exact reason we need it, but obviously if you there was something like super important you wanted, you you'd prefer to have it that way, right? But >> yeah, >> I mean, well, I guess what's the other day you're looking then? >> Is that what you said?

163The 10th or No. >> Well, if you moved it to the 10th, then both committee meetings would have to >> No. So, what the 24th is this Thanksgiving week? >> Yeah. uh school's not open, right? >> Tina, what about some really excited kids about that? >> What about Thursday evening the 13? I know you have the PPC in the morning and I know you'd have your fill of meetings that day, but then that would allow both meetings to take place. >> But I don't again that's moving a lot of different things around for the district as well. Tina, >> do I leave it at the 17th with an excused absence? Yeah, we might have to. [clears throat] >> Going earlier would be tough. It's so late. It's really close. >> Prior boards had a fair

164number of absences. We're going >> Yes, they did. Otherwise, we're Yeah, otherwise the week after we're we're already in December, but >> uh Matt, I don't think we're >> Yeah, I would hate to mess, but if we can't make it work, we can't make it work. Yeah, it's not looking like there's an option. All right. >> The good news is we got a lot of heavy stuff left. >> Yeah, this was the big one. This is the big one. >> Hopefully, it's a later meeting. >> Okay. So, then we we'll leave the school board meeting Monday the 17th. >> Sorry, guys. >> All right. At this point, I'd be looking for a motion to adjourn at 8:59 p.m. >> So moved. >> Second. >> Any discussion? All those in favor say I. I. >> I.

165I. All those opposed. Motion carries. Now close. >> Good to see you as always. >> Sorry I missed last time. Yeah. I was like, Yeah.