9/22/25 HLSD Budget Hearing / Annual Meeting / Regular Meeting

001was like >> not trying to treat her all night, buddy. So you better get that >> right there. felt bad but yeah I mean all systems you know so I was looking at my um job looking at a lot of property tax >> did you know that there's this lottery and gaming credit you have to I don't have it and so I work today >> because if you don't have it You can apply for it and it's supposed to be like every property as your primary property supposed like last year 154 the year that was 172 $154 because it's proper these grown up If anybody feels they need a hand, we're happy to handle What happened? Okay, let's call the meeting to order at 5:33 p.m. We have confirmation that we are live and we

002will do the pledge of allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Okay. Giving public notice. Notice. Okay. We have public comment next. We have three names, all of which have been here before. So I'm not going to read the statement on the conditions of public comment. So first we have Belle. Maybe that's why I don't >> Hello. I live on 511 Hartland. I guess um my public comments I I don't historically I think comments have come like after presentation. So considering there wasn't much substance uh to the packet for the agenda, I'm wondering like in the budget hearing itself, I'm assuming that there will be that dialogue where we can ask questions about

003the budget and whatnot. Um, and uh is that the time that we would also uh I'm assuming that that would also be the time that we would ask about the school year and how the school is going and all the other details that are not financially related. So, um, so I guess and I know you're not allowed, you know, it's just public comment, not to pro, but I'm assuming that that will be there and then I would have comments at that time. If if it's not there, then I would probably want to make a motion uh to defer public comment until uh at that time just so that the community can weigh in on how uh you feel as the school is being run. So, okay, next up, take that back. There's only one. The

004other ones were attendance. My apologies. So one person. Thank you. Okay. The meeting is official and we now have to do the election of a chairperson for the meeting. I serve only as the chairperson at this point until we have the electors nominate and approve of a chairperson to run the meeting. So at this point we're looking for a motion for a person to run the meeting as chairperson. >> I move to make match the chairperson for the meeting. >> I'll second that. >> Any other? Okay. All those in favor of match running as chairperson say I. >> I. I oppose. Okay. At this point, that is now the presenter and chairperson of the bill. Gary. [Laughter] Um. Oh, now we designate clerk of the meeting. Is that right? Okay. Clerk of the meeting. Can

005I get some help on what the clerk's role is? The clerk will continue as the clerk for the meeting unless the clerk isn't present which case then the body would elect a different clerk to take notes and act as the clerk. So the current clerk acts as the clerk. >> Okay. There's no motion. Okay. Introduction of board of education members and administration. I guess this is our opportunity. So folks are regular attenders. Most of you are who we are. So why don't we just work our way from that end to this end as to who we are. >> I'll start Morgan Henning, first year >> first year presented president Matcha, chair of finance committee and apparently chairperson of this meeting. >> Tina Bogelman, superintendent. >> Patrick Dawson, director of business services. >> Great. >> Very

006good. >> Okay. So now I think um I think Patrick's got a presentation. Yep. It should have been in the public materials. I think board members probably make sense to go out here and take a look. And I guess as I understand it, um I think to Val's point, at least in the couple meetings I've been here during this, this is more of an open forum. This is an award meeting and so members of the community I believe are are available or have the option to ask questions. So this should, you know, I think we're all kind of equal participants here if I understand the purpose of this meeting here. So obviously I'll tell you the the finance committee Morgan and I our last meeting spent a lot of time going through this with Patrick.

007So, it has been vetted by the finance committee at least and Patrick will give more details and give you the opportunity to ask some questions on specifics. >> I'll let you guys get situated. So be before we get going, I had an opportunity to introduce myself at an earlier board meeting. I know there's some new faces. I'm new to the district. My name is Patrick Austinen. Uh I'm the director of business services here. Uh I spent about 15 years in the classroom as a classroom teacher. Um, so if you're ever wondering why I'm here, it's because I felt like I can make a bigger impact with kids in this role. Um, as a classroom teacher, you can see at the high school level, quite a few. Uh, but to have an impact on an entire

008district, um, was was very very appealing to me. So that's kind of my roots. That's where I come from. Um, and that's kind of my why. So what what do we what's the point of of tonight? First thing first is transparency. We want to be upfront and transparent about how we're using uh your tax dollars and how those are being allocated within our school district. Uh obviously it's an opportunity for public input. Okay. Um there is a statutory component. Uh state law says we have to hold this meeting uh to provide those very opportunities for uh for the taxpaying base. Um although we're not going to actually act officially uh and approve a budget, this is your opportunity as community members to make sure the board members hear you and hear your input and then

009they can take that back when they're actually finalizing and voting to either pass or reject the proposed budget. Uh what what is the budget? Um, having worked in in corporate finance before I started teaching, um, a school budget's kind of a unique thing. Um, in the corporate world, you set budgets far before the year starts. Uh, in the educational world, you're kind of building the airplane as you're flying it because you're building a budget for the very year that you're in and you're already kind of in the midst of the school year. um when you actually pass the budget. Really though, just like a household budget, this budget is going to look at all of our sources of funds. So, all of our revenues that are available to the district, all of the expenses that

010the district has in operations, so those uses of funds, and then also the fund balances. It's kind of like how much is in reserves that we're going to carry over yeartoear. Uh, one thing to note, and I will say this more than once, a lot of this is built on estimates because some of the knowns are still or some of the unknowns are still there and they will not become known until a little bit later on when we go to finalize this in October. Um, and then obviously that brings us to our last point. Uh, October board meeting is when we will actually as the board will will f formally act on this proposed budget. So what what is the process that we use? Um as a district the budgeting process starts with our mission

011statement and that is to empower every single student to discover and develop their unique gifts in a nurturing environment preparing them to thrive as a compassionate critical thinker and a lifelong learner. Okay. So that is at the core of what we are trying to achieve as a district and hopefully our budget you will see reflects that very very set of values when we're going out and we're building the budget. What are we considering? Okay, obviously we're going to consider at at its heart the mission and the vision of the district, but nuts and bolts wise we're going to look at enrollment. Okay, how many students do we have coming in the door? what do class sizes kind of project out to be? And based on that, how much staffing is necessary? Uh what class selection

012uh are we offering relevant classes? Are we offering classes that are going to best prepare our students for the challenges that they're going to see going forward? And then lastly, what do we have as far as revenue? and we're going to consider all sources, our local tax base, the state, as well as the federal funds that we we receive. Uh but at the end of the day, it is my job and my mission is to make sure that we allocate those resources as effectively as possible and efficiently as possible to make the greatest impact in the lives of of young people. So before before we get going because because school funding is so nuanced and and it is a very unique animal I just want to take a few minutes to just go over some

013big picture kind of approaches to how this all works. So our schools in Wisconsin are funded primarily from two sources. Okay, we've got state and local. Okay, so we've got our state general aid. Often times you might hear that referred to as equalization aid. And I'll explain why in a second. And then we've got our local tax base. Are there some other sources of funds? Yes, there are. But these are the two primary big buckets that we receive. Now, I just said that that state aid is often times called equalization aid. It's because it's used to kind of equal out things. So if you look at these two pie charts, okay, if you have one district that has a great deal of property wealth, okay, you will notice that their revenue is comprised of a

014greater amount of local taxes than state aid. Okay? The state looks at it and says, "You have the tax base to support a great school system. We're going to help you out, but we're going to help you a little less because we want to make sure this is equalized across the board so that every community has the same chance to provide a quality education. The second one, if you look at a a district that is not quite as property wealth or property wealthy, you might see the opposite. you might see where local taxes only make up a sliver and state aid makes up a majority of that that that district's bucket of funds. Okay? So again, that's why they call it equalization aid. Uh the technical term is state general aid. Uh but that's where

015the two primary sources of funds come from and kind of how they work in unison. how much or how big is that pot? Uh that's called your revenue limit. Okay. And the way that this works, it's the maximum that our district can bring in. So how big is the pie? Not how is it compro or what how is it uh compromised, but or how is it made up, but how big how how big is that bucket? We look at two things. The first is membership. Okay, membership is kind of a vague term, but it really looks at how many students and it looks at a three-year trailing average. Okay, it also looks at a maximum revenue amount per member. Okay, one would think that this number is fixed for all districts. It's not. The model

016was developed many years ago and they base your maximum revenue per member off of your spending back when this system was put in place. So you'll notice in a future slide when I show you some some comparatives that not every district's maximum revenue per member is exactly the same. Okay? If you multiply those two things together, that gives us a revenue limit with no exemptions. Okay? And when you think of exemptions, those would be things like outside of the revenue limit. Like if you guys uh voted for a referendum and you passed a referendum, that would be outside of the revenue limit. That would be one of those exemptions. So again, this is just the basic formula of how big that pot of funds is. Wisconsin public schools also use what's uses what's called fund

017accounting. Okay, the easiest way to think about this is they're just like separate checkbooks. Okay, each one has its own rules, its own revenues, sources of funds, and purposes. Okay, you will hear us talk a lot about the general fund, fund 10. Okay, it is our main operating account. Okay. Salaries and benefits for all of our general education teachers, administrators, uh support staff are all paid out of the general fund. Supplies, textbooks, technology, building maintenance, utilities, uh busing, transportation, all of those things will come out of the general fund unless they are specifically related to special education. Okay, this fund can carry a balance and we'll talk about fund balance going forward, but it's kind of like your emergency fund. Okay, fund 27 is the special education fund. The state of Wisconsin has very very

018specific rules um for special education, how it's funded, how the funds are spent, uh how they're tracked. This is just like having a separate checking account for only these types of expenses. Okay? It is funded directly from fund 10. So when we figure out what fund 27 needs for the year, we move that amount over. It's not usually one time, but monthly, but you set a budget of how much that transfer is going to be. Uh it does not carry a balance. So each and every year it's zeroed out. So if at the end of the year we spent a little more than we projected in fund 27, we have to do an additional transfer from fund 10 to zero it out so that it's all squared away and starts at zero for the next

019year. Fund 50, that's all of our food service, school nutrition. Um, again, not quite as stringent, but there are uh specific rules that our food uh service, our school nutrition has to run out of its own fund. Uh, that's required by both the USDA and DPI. Uh, fund 46, long-term capital improvements or projects. Okay, this is like a savings account for big ticket items that the district needs as we age these buildings. Okay. Uh, it was already approved by the board. So, it takes board approval to establish the fund. Um, and then it also takes board approval to make contributions to that fund. Uh, fund 80 is our community service fund. Uh, just like the name implies, it's used for community service, something that will benefit not just the K12 operation, but the community. The

020primary purpose of our fund 80 is to run the daycare that we have here on site. Uh special projects fund 21 uh it can be tied to grants, donations or gifts. We use it primarily as our donations account to track uh any money that is donated to the district. Now I put these other two funds on here, fund 38, fund 39. They're both debt related. Okay? We don't use them. We are one of very very very few districts in the state of Wisconsin that do not use them. We don't long-term borrow. We don't short-term borrow. We don't have any debt whatsoever. Okay. Fund 38 is referred to as the non-referendum debt service. So if the board were to approve some debt that the taxpayers didn't have to, it would be all fund 38. If we

021were to go to referendum, all of the debt service, all of those bonds that are going to be approved in that referendum would be held in fund 39 and all that activity would be placed there. So again, I want to reiterate that we do not use these funds at the present. That's that's a very very unique in our current landscape. So what were some of the changes that just came out of the bianium budget? Okay, the bianial budget um there were some wins for education. Depends who you talk to, how big those wins were, you'll get different opinions. Um the first bullet I will tell you though is there was no appropriation of an increase in general aid whatsoever. Okay. So that general or equalization aid we just talked about that is that is heling

022held at status quo. There's been no increase. Okay. However, they did increase as part of uh the governor's line item veto the $325 per pupil revenue limit increase. Okay. Now, what I want to stress here, this only increases the size of our pot, not how it's filled. Okay? So, when you looked at those two graphs, those two pie charts, the pie got bigger, but the state sliced stayed exactly the same size. So if we want to fund the district up to that maximum authority, the local community will take a bigger slice of that pie. Okay. So no no additional funding. They just allowed us to make the pot or the pot a little bit bigger. Um some wins, some definite wins in special education. Special education reimbursement increased by 10%. It went from 32% to

02342%. Okay. Now, the effective rate is probably going to be somewhere around 39%. Because this is what's called some certain. Okay. They don't guarantee. They just say here's the pot of funds we have available. Depending on how many claims are in it depends how big or how much you could get back. If you look at historical reference, the effective rate has held at about 3% below what is set. So this budget is built assuming 39% effective return or reimbursement rate. Okay. Uh the last thing that they changed um part of the membership calculation looks at a three-year rolling average of our enrollment. It also looks at uh some summer school numbers that are weighted. It also looks at 4K. And they did make a change to the way they weighted 4K. Uh instead of being

02404, FTE is short for full-time equivalents, it's now6. So that does help us uh boost the overall membership number used in the revenue limit formula. So that brings us to what I'm proposing and what the district is proposing as far as a budget. But um this budget like I said is built on some assumptions. Okay, first is membership. Okay, this is built on a membership of 1137 students or 1137 full-time equivalents. Okay, if you look at that chart, it's fairly flat. Okay, that's another positive for this district. About 80% according to DPI, about 80% of public school districts in Wisconsin are experiencing some sort of declining enrollment. Okay, they're declining at different speeds and different rates, but that's that's a hefty majority. Uh so although we are declining slowly uh we had a really nice

025bump up this year from what we had initially projected. Now this number will not become finalized. We just did our our third Friday in September count and once we get those numbers processed we will get that number back and we will have hard numbers so that when we go to the board in October uh it'll be firm. It'll be this is what it's going to be. uh open enrollment. Open enrollment is another element that will heavily weigh on our budget. Okay, this year it's about $10,200 for every net student you lose. Okay. In years past, if you look here, even just back to 23 24, we were netting a negative oh, I don't know, about 40 kids. You could do the math. 40ome kids $10,000 a kid. That's money that goes out the door from

026the the school of residence to the school they're attending. Okay. as we close that gap and our projections are we should be pretty flat. We should be about we're projecting a just a small deficit going out the door of two students. But as we close that gap, that is a a a financial win for the district. >> Just highlight that's a huge point for us. That's like three years ago $400,000 >> out the door. Yeah. >> Right off the top. I think us board members and Tina take some pride in this. It's, you know, Tina's been here for those two years. Uh, all you've heard of us board members all talk, everybody Chris had since the longest tenure at three years, entering her third year, right? And so I think we take a lot of

027pride that Harland has kind of turned the ship around in terms of students going elsewhere for their education. a couple other of the assumptions that this is built on. Um, and this is going to go more towards the levy side. The actualized equalized value. What the heck does that mean? It's h how much property wealth do we have? What's our tax base for the district? Okay. Uh, Department of Revenue puts out a July one estimate. However, it's not till October 1 that those are finalized and we can actually take it to the bank and say this is what it's going to be. In addition, the the allocation of equalized aid. DPI puts out an estimate in July. That's what this budget is based on. Typically, it doesn't change a ton, but it can change. And

028those will will eb and flow until we get our numbers on October 15th. Okay. And then lastly, the final tax levy that's going to be approved by the board at that October board meeting once we have all of these hard numbers. So what does this look like for us as a district? Okay. So, I mentioned before this budget is built on an assumption of,37 members at our per pupil amount is 11,693. Again, that went up by $325. Um, I will say this budget is built using our full authority. Okay. Um, we have some nonreoccurring exemptions in the neighborhood of about 700,000. We have zero reoccurring, which means our bucket, our total authority is just over $14 million. How is that break up for our community? It's it's really about 2/3 local, one/3 state. >> Okay.

029Yes. >> What's the one Um there's a couple items. There's a personal property exemption. There's a computer aid exemption. Um >> some small >> Yeah. Yeah. It's just they apply. Not every district gets them. Uh but if you plug everything into the formula, some districts qualify, some districts don't. Good question. >> Is part of that occurring whole town? >> Yes, as well. The declining enrollment. Yep. So, so how much of that 721,000 is from? >> I don't have that in front of me, but I can I can pull that later on >> because then that'll determine right because then that money is gone >> if Yes. Correct. >> Yeah. You can see I didn't have the declining enrollment exception, right? You can see that's something as we look to the future, we probably don't get

030as much next year, right? because we are holding closer to steady enrollment than other districts which are are dropping. So >> yeah um like I said earlier not every district has the same revenue per member. Okay ours is 11,693 and you can compare us to some of our our uh other feeder districts. Um Swallow North Lake Merton are all very very close to us. Uh but if you look at some of the the the higher uh Stone Bank, Richmond and and Lake Country, Arrowhead, they all receive greater revenue per member. Okay? Why? It's because this when they set this in place, they were spending at a higher level than we were. So their base got set at a higher level than ours. Okay? Not that it makes a ton of sense. That's just how the

031system is built. So, I think not that we're going to compare ourselves to everybody else when we run this district. We want to be great here, but I think it's important to see how we compare as far as what we can receive as in terms of we're at the lower end. >> We are statewide as well. All all these schools are pretty pretty much near the bottom end, but I think some of the some of the schools are big spenders when this was set can be, you know,,000 2,000 2500 bucks more per student than we are. So, you know, it's a testament to our district to be at the low end of this and also have no debt and all these other >> and that uh those numbers do not include uh districts that referendum

032to increase their operational expenses. >> Correct. >> So like a school like Swallow, right? Even though their uh revenue looks less, it possibly is more because it's not done. >> Correct. Correct. This is only within the revenue limit itself. Yes. Um so where how does this shake out? Okay, if you look big picture top line, okay, all across all funds uh gross expenditures are about 21,300,60. Okay, that's a that represents about a 6% increase year-over-year. Um a couple things to consider in that number. Uh we saw a 12.8% 8% increase in health insurance and we provided a 2.9% increase to salaries. Um, and the health insurance fees could have really been much worse. Um, I can't take credit for it, but my predecessor, they started at 20 and they were they got creative. They worked

033really really hard to bring that down to to the the 13% neighborhood. Um because there are a lot of districts and private companies for that matter that are staring 18 20 21% uh benefit cost increase increases um that are are are quite hard kind of to stomach. Um if you look at the inter fund transfers you will see about 1.95 million being transferred. That is comprised of two things. one the special education fund 27 budget. Okay, so a chunk of it is this 1.69 million. The other chunk is a fund 47 transfer in the amount of about $415,000. Okay? And I will talk more about that uh in a couple slides. But if you're wondering kind of what those transfers are, that's what we're looking at. Uh fund 10, again, general fund. It's a fund

034we use to to run most of the operations of the district. We're looking at a budget of about 16 or uh revenues of about 16.7 million and this is a balanced fund 10 budget. So we have expenses of 16.7 and change million. Now you'll notice like I told you the revenue limit got bigger but the the state said we're not kicking in anymore. Revenues holding are going up by 1.8%. expenses are going up by 6.7 and in an inflationary period. Uh this is this is an issue that many many districts are looking at. Special education fund. So again, this is our fund 27. Um about 1.7 million budgeted. That's a 2.26 year-over-year increase. I'm a big year-over-year uh percentage person because it kind of puts it into an applesto apples comparison. How does our spending

035compare to some of the other districts in our area? Um, we're on the low end. Um, again, this is the these are these are the last numbers that are final 23 24 uh because 2425 uh isn't isn't ready for consumption yet. Um, but we're just over 14,000. Um, and I think only a Richmond school or Richmond district came in lower than that. So, uh, fiscal responsibility has been showcased. Fund 10. Um, fund 10 balance. Again, I I I like to call this the emergency fund. Okay. I I taught personal finance for 15 years, so this is near and dear to my heart. Um, if you don't have an emergency fund, uh, it's a recipe for failure. Okay. So, we we use our fund balance for a few key reasons. Okay. One, like I said, we

036don't short-term borrow. We don't long-term borrow either, but c timing of cash flows when you have an adequate fund balance becomes much less of an issue. Uh, it shows financial stability. Okay. If we were ever to have to go borrow, it surely will help our credit rating. Okay? Federal funding. If you're watching the news or consuming any of it, you're probably hearing about what's happening with the Department of Ed. Nobody really knows. Is it going to be here? Is it not going to be here? Now you can see 23 24 we had a great deal of federal funding a lot of that was co esds okay so even if you take that out of the picture you can see from 2425 to 2526 it was basically cut in half and uh we we work with

037bar wealth management a lot that they kind of help a lot of districts the word out is count on zero federal funds for next So we are trying to do everything in our power. Question you can finish. You said >> okay. We are trying to do everything in our power to best position us if that were the worst case scenario does happen. >> This might have predated you but do you know if the 2425 number included some of that carryover fund? >> I don't think so. I think we had to spend that in the prior year budget. I think you could invoice it if it was there was some rules where a little could spill over, but I think it was the budget. >> So that that number is truly what came from the federal.

038>> Correct. I bet >> I can double check for you guys, but I'm almost positive uh it had to be spent as tied to the 2324 year. >> I'm pretty sure the ESR funds were in the neighborhood of 3 to 400,000 in 2324. I think that's right because I remember there being some contracts that had to be approved in that year in order to spend those funds. >> But I can check on it just to verify. >> Not a big deal. Not a big deal. >> Um but this the stories of even if it's 400 which I think is at the high end of 2324 take that out of 700 you're down to 300. You know last year it looks like it's at like 250 2 something. This year we're budgeting I think it's 165.

039>> Yeah. 160. Y >> I just want to interject here because what you know whether it's relevant to this or not coming from another district and understanding how ESRE funding worked, this district did an amazing job of actually using ESSER funds for what ESSER funds were intended for. And they hired some really incredible staff and some positions that were invaluable to the work that needed to be done during that time. And so much so that we determined that there were about three positions that we were keeping. we were going to find a way in 23, 24, 24, 25 to keep some of those positions. Some of that was through um allocating them to some of our um federal funding positions and making them title three or title four. Um, so that's the work when when

040um Cashrick was alluding to trying to come up with ways and being creative about how are we going to um pull away from anything that's federally funded so that it doesn't impact our budget but also doesn't impact the great work that some of our staff are doing. We've already begun that process. So Amy and I looked at it last year to really try to go, okay, how do we pull this one out of out of title four? So like one of our reading specialists, we've already begun doing that. Our behavioral specialists, how do we allocate her differently within a budget so that we don't have to a lose people or b worry about relying on federal funds? So just so you know, we're making hard decisions to ensure that the great people that we have

041employed stay employed, but also that our our budget doesn't get impacted in such a negative way. And that brings us to just kind of looking at fund balance. Again, this is kind of our our emergency fund. You go what you will. Um from 2425. Actually, you know what? I think I flipped those numbers. Yeah. >> Yeah. So, I have my 2425 and 25 26 balances flipped. So, we had we >> That was one of my dipping into our And you know what? I looked at this presentation about 15. >> I missed it, too. >> We're all We're all >> So, we had about a $400,000 increase in fund balance from 2425 to 2526, but that doesn't tell the whole story. Um, we had an $800,000 surplus. Okay. We took $400,000 and we moved it to

042a restricted fund balance. Okay. So, fund 10 can have two different buckets. unrestricted. You can spend it however you need it. Restricted is earmarked. The restricted fund balance that we have $400,000 set aside is for capital improvements. Okay? Again, it's that forward thinking approach saying someday, sometime soon, we're going to need these funds to do work on our facilities. Okay. And and hopefully not tomorrow, but it's there's going to come a day. Yes. >> So, is that different than fun 46. >> It is. It is. Uh the distinction is is there's less restriction on a restricted fund balance. That doesn't make any sense uh than a fund 46 contribution. That is that is a little bit different. But when you look at this, the way I look at things is a percentage of your operating

043budget. Uh it's just like when you ask someone, how much do you need to retire? You get all sorts of answers, right? It depends. Okay. But when you go out and you talk to people that that manage school districts across the state, you talk to people that work for BA that that consult with districts across the state, a good benchmark that they give you is 30 to 35% of your operating budget. Okay? So after uh and these these numbers are not flip-flopped, it's just these guys are flip-flopped. we will be at about 34 and a quarter% of operating. Okay, so we're we're within that kind of that sweet spot of 30 to 35%. Um fund 46. Okay, again this is our capital improvements fund. Okay, I'm proposing about 414 and change get transferred to fund

04446. Okay, why does this make sense? Well, it's a proactive approach. Okay, instead of trying to be reactive and go to you guys and say, "Hey, we have a bunch of these big ticket things. We want to go to referendum." We want to get ahead of that and use our operating within the revenue limit, those operating dollars to start adding to that war chest, okay? Or continue to add to that war chest. Okay? It allows us to pay cash. If you pay cash, obviously you're not paying borrowing costs. Um it's not contingent on having to pass a referendum. So when there are needs in the district, we can go ahead and address those needs when they make sense to do so. Okay. Again, uh it's really about trying to be proactive, forward thinking instead of

045this reactive approach of we got a bunch of problems and then having to come to the community and say, uh we'd like to go out for referendum. And you can look around. They don't they don't pass all that often, especially in in our area. So, we want to get ahead of that. >> Can I interject here as well? Um, and some of you might wonder, well, how do you know where your problems are, right? Like what does that look like? And so, part of our strategic plan and part of the work that Patrick did with Greg when he got here was to um align with Bindor, Binsor, >> Vindorf, >> Vindor. Um, and they did a whole facility originally. So, they walked through all of our buildings, they turned on water faucets, they did it

046all. um and they just last week had their first preliminary meeting. And so they will be bringing to the board, probably to finance first and then to the full board, the um the 10-year facility plan. And so that that is why this this account is so important because if you're over at South or you're at North or or even here at Northshore, you see some parking lots that need some some work, some playgrounds that might need some work. This is why this account is so important. >> Absolutely. And and I I I probably left I know I left this out. Fund46 is directly tied to that capital improvement 10-year plan. If it's not in your 10-year plan, you cannot spend $146 on it. Okay. Um we do have a 10-year plan. It's just about getting

047it up to date. And we brought in Findorf, who's the expert in in facilities, uh like Tina said, to do a comprehensive site study. Um, Greg and I sat down last week, uh, looked at what they brought to us. They're going to come back and they'll be presenting this to the entire board either in October or November, depending on when those reports are finalized. Um, but again, that's a 20 24% increase in that 146 balance. And if we can continue this this proactive behavior, uh when we do have to do those major major facility upgrades and repairs, uh we'll have the cash balance to do so >> or at least we'll have demonstrated we don't have the cash balance to do a $5 million repair. We've got to go to referendum, but we've been fiscally

048responsible for the last 15 years. >> Yeah. And to echo that, that's this slide right here. These are projects that were completed or are set to be completed facility capital improvement projects within our operating budget. Okay, these are not fun $46 being spent down to do these. I'm not going to read every one of these to you, but this is a comprehensive list of what was done last year as well as what is projected and planned for this year. Okay? And these are all within the budget that I'm proposing tonight and have nothing to do with the $146 that are in our fun 46 or are planned to be in our fun 46. >> You have dollars of those or you >> of these? >> Yeah. >> Um I can I don't have them off

049the top of my head. Uh but they're budgeted in aggregate, but I do have them. Yeah. Some of some of them uh we haven't gone out for bid yet, but we based the bids on like, hey, we we did this similar size parking lot and we take a factor of increase that they give us and we kind of ballpark it. Um Grant Grant kind of has ballparks, but we were in the bid process coming up here very quickly. I'm just wondering if there's ever, this might be a question for my wife, but um is there is there ever a a time when like for instance the replacement like to me like that glad it got done but it shouldn't be a highlighted outside 46. I feel like that should be something that we go to

050the community for or even like raise some kind of money get involved in something like that. But um I mean it's like maybe it was a commercial dishwasher that was $10,000 >> times five. >> Okay. 50 grand. >> Yeah. So that's that's what I'm curious about. >> Yes. Cuz when I see that as a community member like it's 400 plus >> Yeah. I mean you see what I'm saying? >> I can I can tell you like the seven entry seven entry doors that is in the neighborhood about 120,000. >> Um new plow truck is 65. >> That that would enhance the slide for me. >> Yeah. I'll take your feedback. So for next year we can >> we can take a look at what we what we actually what were the outlets. Yeah. >> Um

051the roof was 140. >> Yeah. There's some ones on there that clearly are big ticket. >> Yeah. And um I know a bunch of the asphalt projects um asphalt at North I think was 90. Uh South was 160. Uh I think the other one was a right around 100 as well. >> Yeah, for when we talked. >> Yeah, I I had that written down for finance committee, but I don't have it with so good. No questions. Oh, sorry. No, >> it's just good to know that it's >> because that's impressive, right? >> Yeah. Yeah, we're doing it. >> We know how much it is. It was like outside of the >> even if you had to even if we had a total, >> right? >> Yeah. We have been doing those on Matt Schwab's recommendations

052for the finance. So they are out there for the finance community agendas um for running totals and such. >> They are out there. >> So tax levy. Um I like looking at tax levies more than I like looking at mill rates because mill rates you can just if if property values change it. It's not an apples to apples comparison year-over-year in my opinion. Um, what this budget will do is we'll increase the uh the levy by about 7 and 12% a little north of 7 and 12%. Um, looking at 9.45 million as far as the the overall school levy. Uh, what we're going to our local community for. If you want to see that in terms of mill rates, the mill rate went down because property values went up. But if you look at this,

053I think this is a nice kind of perspective slide. If you had a $500,000 home, what does this look like? If you have a $750,000 home, what does this look like? >> So, this includes the 7.67%. >> Correct. This is exactly what it would be under this proposed budget. Good question. When you said the mill rate went down, >> the mill rate went down. Our equalized values preliminary numbers went up by about 9 foot 95 94% across the board. That is all I have. So I welcome any questions. >> I have a question. Um, so like the food service fun. >> Yep. >> And so like last year was almost 60 grand. So based on what we have in the fund right now, that's 30 to six year question. What What happens at that? How

054does that how does that work? >> Good question. Um, we're overdue for a price increase. Okay. I met with I actually had a really brief meeting uh today actually with our charcoals runs our food service with our food service director. Uh we're meeting next Tuesday. Um we're losing money on some alle cart items. Um and so we're going to revisit kind of get ourselves in line with what what Merton and Arrowhead and some of the neighboring districts are doing um as far as pricing. Uh and we're hoping that that projecting I should say hoping projecting that that's going to fill the void. Good question. Any other questions? >> Yeah. >> Does the income from the daycare go directly funding? >> Nope. >> 80. Yes, it does. >> Yes. Yes. 80 is it's a self-sustaining fund.

055Um it doesn't get coing. >> Yep. >> Although we really get I mean we get some rent from them. So there's is a bonus to the district but none of the if they raise tuition to their it doesn't go to us. It just goes to get a rent. >> So that's an independent least entity for the space. >> Yeah. >> Mhm. It's like a subsidiary basically, >> but we can't move their revenue ever to fund 10. >> No, you I mean you can actually levy to fund 80 in and of itself. We just don't do that. >> Yeah. We just try to keep it a self-sustaining fund so that we don't also levy outside of that. Yes. So if we stay on fund 80, it is communities, right? So what else is being used out

056of that fund for the community? >> As as to my knowledge, and I started in July, uh a bulk of it is is that daycare operation. Um I don't know a ton of other uses for those funds at this point. I think it's just primarily the daycare operation. I don't think there's >> I know I I look back in a year's past. I know we did some some community events, fireworks and things like that, but I think at that time we were actually levying an additional tax for fun and we're using those funds for those items. And since we're not levying an additional tax, um those are not budgeted for. >> So fun there's not there's no additional money. That's what you're saying. >> Yes, correct. Yeah, we're not taking any additional tax. It's it's

057within our we're funding it within our revenue. Can I just let because yeah I I absolutely remember what you're talking about. My only other thing or my question on this is the low red schoolhouse. Um because we do utilize that still for some of our senior citizens to come in and do the le gaming and and some of those fun activities and we're looking at different opportunities for them. But where does that funding to pay for that building or the running of that building, the upkeep of that building and just it's all fun >> just just like another it's just like having another school building that would be operating. I I think you know uh that if you were to have a referendum right like um using like schoolhouse where people that don't have kids

058in the community can get into the schools and see the value of their schools I think so that um be able to reach out but only 30% of people in our community actually have kids so I think thation Yeah, good solid point. Yeah, >> words the words that you guys use um the 1.147 million for uh funding. >> That's all based on is that does any of that come from our tax levy or is all >> Yes. The only the only fund transfers that we do are to fund 27 and fund 46 in this budget. Anybody else? >> Um what percentage of the fun 10 budget is uh salary >> six about 62 it's like 62 63%. It's just just shy of 2/3. >> What uh what is the current? So I forget the figure

059that you said that we get per people >> uh 16 or the 11693. >> Uh what is the the current like floor right like >> 11,000? >> Yeah. The low the low revenue limit is 11,000. We talked about 27 >> um and so we got an increase which is great. >> Yeah, >> but I'm assuming private school is still getting% >> is that like I've got a handful of questions go ahead. Um so open enrollment in and out. Um so is that number like moving people that have open enrolled in it's not just a snapshot of this year it's the whole district you know like if somebody open rolled in four years ago is that >> they're still counted because it's a net how many in do you have versus how many out do you

060have? Okay. >> So it's it's it >> if they were out two years ago but they're still out they're still counted in the out number. >> Right. Same with the in. >> Yep. Okay. >> Yep. That's awesome. >> Yeah, we're closing the gap. >> Okay. Um, so we're not tapping in the front. This is a question I guess for the board. What kind of legislative advocating have you been doing for the district in order to advocate for our public health schools? Um, there's a capital or have any of our representatives been through the school recently? I can talk a little I mean Chris probably want to talk a little bit too. I mean um there's been two or three meetings of all the Arrowhead school arrowhead and the Peter school districts and one one topic

061of conversation at the last meeting was kind of an advocacy not so it's not we're doing it swall is doing it and Richmond's doing it. We're all talking about something different as a coordinated effort. Uh there was a survey that went out to all the board members where they could put in kind of their there was a large discussion on it at that meeting and then there was a survey that went out. I assume at the maybe the next joint meeting we're going to have some discussion on what that looks like. >> Do they do they still have that? >> I don't any laws used to put are we still >> okay so we might utilize that. Um, speaking of all the districts meeting, what where is there been conversations about consolidation? >> Yeah, I

062can talk. I don't want to steal everybody's thunder because I'm sure Chris has to answer. Um, no, that that probably got the most air time at the last meeting. um the meeting before that on the feeder schools, each district was to go back and ask if the board was interested in continuing the conversation. Basically, um we said yes, Arrowhead said yes, Martin said yes. North Lake didn't respond. Stone Bank said no. Lake Country said >> no, but I well I think they were kind of yes, but we can't afford to pay anything for it. So they didn't say that's kind of how I read in his comments. Um, so there has been I think with Arrowhead has taken the lead in in trying to put together a group led by probably Jeff Gross and then

063the um is he principal or superintendent? Superintendent of Burton. um who's been down this path. I think they're going to start looking at just the economic side of it in terms of what it would look like if districts got together and then report back. And so yes, discussions are happening. >> Can I address your question? session. So, over the last couple years, I've had one-on-one meetings with Chris Capaga, Sydney DO, and Barbara Dietri to discuss education in general. And then also our district specifically. I keep in regular contact with them and did go to a capital day with the 1848 project. So even though we're not part of WASB anymore, the 1848 project still has a capital opportunity. >> What is that group? >> 1848 project if you look it up. >> So are they

064school board association type thing or >> uh sort of they're an advocacy group for u supporting local local elected officials >> local elected officials? I don't know what I mean that's that's a great thing to go to there about on their website I can tell you that >> kind of sounds a little >> they do a lot with education they do uh offer educational opportunities for board members uh for training so it's another alternate place >> training policy >> yes both they do both uh but they did sponsor a capital day as well and it was actually more intimate than in the WASP version, it allows for more one-on-one time with the different representatives. >> That's what that's >> Yeah. Well, but there's a a lot of people there in session. So, this this one

065was really nice though. So, it was great. I was able to meet with Joel Kitchens as well from U County and he is the I think he's the chair of the education committee for the legislature. I forget who it is. both sides. >> Who's a side? >> Democrats and Republicans. >> I don't know for sure if there were both sides, if you will. I just know that the people who were there wanted to meet with the different school board members and provide their perspective on what's happening at the capital. they gave us updates and what had happened with the special education funding and the initiative there for the legislator to try to push to increase it. So I was happy to see that. So anyway, to answer your question that at least from my perspective

066as an individual board member and then everything that Matt said as well, we're working on the district line level to see if by collecting our strengths, we might be able to encourage them to come in and actually meet with a town hall or have conversations with our numbers being so great. We've got no debt or anything like so, >> right? >> They've been invited. >> Okay. Um, what are we currently paying? Uh, how for right that comes out of our budget. >> I don't Patrick, do you know that? Sorry. asked two different questions. She's asking what we pay for schools for students that I'm assuming about. >> I don't have off the top of my head, but I can get the number. It's >> probably in our notes. >> Um, so it's 102 open out.

067>> Yep. 102. That's the right number for >> Well, that's not vouchers. >> Correct. I I don't I just said plus transportation and then I have voucher. I I don't think we >> lure is higher. >> It is higher. I'm trying to see if my significant I know I asked right >> I want to say don't quote me on this but I want to say it's around 16. >> I feel like you're right. >> I'm fairly certain but I just don't know the exact figure. >> Um do you know how much went into 46 last year at the end of last year? >> We we did the $400,000 into the restricted instead. Okay. Um, out of curiosity, we recount. How much did that cost the district? >> Did we give you that? What was that?

068>> 101,000,000,000. >> I don't know. That's it. That's all I have. Sorry. Thank you for your patience. >> I just wanted to say thank you Patrick for it >> as a late person with this stuff. I think I got like 90%. >> That's my teacher brain. >> I can get back there sometimes. I have fun. So, it's two parts, right? >> I'm going to stop you real quick. >> So, fun 10. >> Okay. >> So, fun 10's our general fund. >> Yeah. >> But you can also kind of earmark dollars within fund 10 has the >> restricted versus unrestricted. Okay. >> And that's what covers the maintenance like the long-term operations >> operations in long-term 10-year plan. >> Nope. >> Fund 46 any So, the way fund 46 works is if you if you have

069a a 10-year capital improvement plan, and you go to your board, you say, "We would like to establish a fund 46 that is aligned with our capital improvement plan." >> They would they would then vote on it to establish the fund. Then you can start actually funding it. >> Okay? Anything put into fund 46 has to be part of your 10-year capital plan or it does not qualify for a draw. >> So that's the restricted money. So right uh and you say that you cash you answered that you cashed $400,000 somewhere but then it was also money cash 46. >> No no no dollars this year in front. >> It was it was instead in lie of instead of young. >> Okay. And as far as the timing >> Yep. Correct. >> Yep. >> Otherwise,

070we would have put >> you have a specific window when you if you were going to do it, you have to do it and we decided to do it after that window. So, when to do a restricted fun, >> can you fund things that are in your 10ear plan with not? >> Absolutely. >> How do you determine what makes a list for 146? >> Uh, well, that's why we we reached out to Fendor. We actually I shouldn't say I didn't I wasn't part of it, but they brought in a number of different um companies that work in school construction and facilities and they they decided to go with Fendorf to do what's called a a site study or assessment and they look at and they what what's really nice is they will prioritize it one

071through four like uh if it's a if it's a one like it should be done tomorrow. If it's a four, it's like, "Hey, your roof is now 12 years old. Usual life is X. You're going to want to look at setting some funds aside for the roof because it's probably going to be need to be done in the next 15 years." >> Okay. >> Clarify my question. >> Sure. >> Is everything that's in the 10ear plan like a need or is there ever anything that's a want? >> Well, it's kind of for It's kind of for us to decide, I think. I mean, it's not I think the the idea is to um definitely the needs are going to make their way into there, >> right? >> Um you know, it's >> somehow we thought

072we needed a new building or something that would you know versus rehabbing. We're certainly not in a position where we need a new building or something, but you know, something like that would go in there and that may be, >> you know, something like that could be a want. like maybe we want to >> build a new gymnasium here because we want a nicer gym or something like that would certainly be a want >> that we we could put in there. I do that. I don't necessarily need I I think the way that the way I personally look at it is does does this item affect our ability to deliver our core educational programs >> right now? And if it does to me that's a need. >> Okay. So I guess uh I'm trying to

073think of this student or teacher perspective right when you hire at a company generally you're looking at facilities right do we need for like like those are all very logical things to think about those are the same things that we worry about for our house right um but thinking this thinking of it as like one of the 1100 students that goes to school in one of our buildings is that also including like how do we make this place um a more interactive environment for learning including like the replacement of your playground equipment and like bigger cost items like that that either do currently exist and need replacement or don't currently exist and maybe would be well loved and utilized I'm going to give >> I'm going to give you a very vague answer. It depends.

074Okay. >> Um I think a lot of that we would love to fund within fund 10 >> um and leave the fund 46. At least that's the way I I view it. Fund 46 is hey we need to do x y and z and it's going to cost us $500,000 and we're planning for that because we know it's coming. It's it's 10 years down the road. Whereas like, hey, we want to increase, we want a a more uh inclusive uh playground, more interactive playground, whatever it might be. Um uh we got to change out the wood chips, we got to do this. That's more of like fun 10 type operating stuff in in my opinion. >> Yeah, because we have the >> Yeah. >> Right. Or or that would have been like fun 80 as

075well, right? Is it something that's meaning or >> Well, if it's if it's here on the grounds and it's primarily for K12, that's a hard cell to use fund 80. The auditors might look at that and say, "Yeah, I don't think so." >> I would say when we start to think about interactive, think about the North Library and the work that we did for the North Library, right? So, there was a partnership with that, but it also came out of I don't know what fun because that's not my world, but we talk about that. We also this year just started again feeding off of what we're doing at North where at South we hired a staff person and and really building the south program and then we're going to be continue we are in a

076constant right now particularly now that we have the plans in place to to really really think about um innovative ways to affect students in the classrooms and that's where I think we're seeing a lot of that spend come in. Um we we're looking at a green room for next year. This year our number one priority was to get away from movie making with iMovie which we've been doing for years and years and years and we went to digital media and production. So kids are getting a little bit more into that that piece. So those are kind of the ways that innovatively we're trying to impact students and meet them at their level. And to just one more thing on the on that 10-year plan. Now, um our director of of building the grounds and myself

077sat with Fendorf for a preliminary. >> They did put in there things like paint and like just >> it's up to it's up to us and and the board to decide what actually makes it into that 10-year plan. I'm just thinking like these guys from probably looking at the playground. >> No, their report's going to be more it's nuts and bolts structural, but it's it's pretty it's pretty comprehensive though. Like >> I mean quite frankly, they're going to they're going to list any possible thing that they see. Uh, and then it's up for it's up for for us to say and for the board and for the finance committee to say, "Yeah, we don't need that. >> We don't really need this, but we really want >> it wouldn't have something like they need like

078big computer screens in our room because we want to go to some unique teaching structure like those are not capital elements. They're not fixtures. Correct me if I'm wrong, but I think big picture looks at what's here." >> Yes. >> And you might be talking about something that isn't here. >> Sure. >> And Yeah. So I think the picture of analysis is >> yeah what site study fix or maintain as opposed to what >> this is a good example. So I mean I can't say that I've been to the south recently so I may be completely wrong at this point but the south playground could at least the last time I saw it maybe it's been renewed and I have not seen it could use an upgrade. Is that something that could look at and

079be like, "Hey, this is starting to be either structurally unsound or like causing problems or something like that and say, "We would recommend refurbish." >> Yeah. If if it were like, "Hey, the asphalt is the ben, you know, you're going to probably need to bring in rip it out, bring a new base in, you know, that kind of stuff." That's what they're looking at. They're not looking at having the latest and greatest monkey bars. But yeah, if it's if it's a structural Yeah. >> they're definitely looking at >> so they're looking at those things. So then whose responsibility is it to look at like it's structurally sound so pinor doesn't catch it but it needs to be done. it needs to fall into a budget or like here at Marshall, right? Like I've heard great

080reviews about the new student set um and like sounds like they're working out a system on how they make sure that everybody gets to take turns, but they could clearly benefit from more suit sets or some other equipment. So, who looks at those opportunities and says, "Hey, this is going great. We should put in another swings. We have the funds for that or we don't have the funds for that. We can save for that." Or, "Hey, the playground at South needs to be replaced. Like, we need to make a plan for that. That's not a 10-year plan. >> That's it's my job to listen to our building principles, uh, teaching staff, district administrators, as well as the board on the on that and make sure I'm getting kind of that message is filtering its way

081up to me so that I can adequately budget for those items. >> And all those conversations are happening. I mean, we I've already from the moment he came in I said South we need to take a look at South. Dave knows that I in fact went to Morgan I think maybe a year ago and sent um partnership stuff from an HLF perspective. Hey if you guys do this you know we get this much raise can you meet us halfway >> um to kind of try to figure out how how do we fund that and how how do we replace that? So certainly it is not off the radar by any stretch of the imagination. Um, we just continue to look for ways to find those funds. >> And as a district leadership team, we're all

082I mean, we meet weekly and we're always looking at what not not just what we have, how do we enhance what we have? How do we how can we do better? How can we do more? How do we provide uh better experiences and and unique experiences for the kids inside and outside the classroom? >> Yeah. >> So, uh, sorry, I'm sorry. Are you good? Uh so several years ago I was involved just as a village citizen in the comprehensive uh planning that the village does every five years. um where they brought in a company and essentially the company compares you know the resources that a village has versus villages of similar size and stuff right like how much green space per uh resident that kind of stuff um cuz at first I thought maybe that's

083what the capital planning was it sounds like it's more like you said the nuts and bolts and then maybe it's the long-term planning that you all have been doing or strategic sorry >> strategic planning which is more the >> where do we want to go as a >> district like not are we just keeping the lights on >> yeah what do we offer that's unique and different and how do we compare in that way yeah that's definitely part of the strategic plan >> okay >> can I tie on to that question so like have you gone to other K12 schools in the area to see like go into their facilities and see what they're offering and see the classes they're offering just make a comparison of like oh they're offering this thing and we excel

084with this but they they might have an upper hand in this particular area and like oh I think we could that's something we could expound on in our district we put a little bit of money and make a big impact like that could be the thing that draws more people in >> programming is that my area >> yes so we've been doing that and I think that you're seeing that in our enrollment um I think that we are doing things differently ly um I'm in contact with the AS group uh every month we meet and we talk about programming. We talk about what we're doing. Um that example that I just shared with you, I shared at because they were looking to um fund a like a a whole arrowhead and all the theater schools

085wanted to do a marketing person um and share that cost. And um our solution to some of that is I think our kids' voices are going to speak louder than anybody else's voice. So that's why we developed the plan that we did in sixth, seventh, and eighth grade all have the opportunity to have that class because you're going to start to see once they learn how to do it, their voices are going to be shining through. Um, I think that's why we have a full music program that's fully fully supported throughout this district, unlike any other of the theater schools. Um, I think you're seeing our STEM program um, at a high rate of participation and um, the programming that we're doing there. Um, we're we're fully sacked with our our PE. We're doing outdoor

086education with snowshoeing and um, hikes in the past with our new staff. You will continue to see as we grow this portrait of a graduate and this new new innovative idea of our students um and growing our students and meeting them where they are having had the opportunity and continue to have the opportunity to sub in their classes and ask them questions. What are you looking for? What would you like? What really gets you excited about school? Because we all know that if kids aren't excited about being in class, then we've got a whole other problem. And so that's really where a lot of this is formed from and it will continue to grow and develop as as we get to know where we're headed. I mean, we we just kind of chuckled today at

087our admin team about AI and all the things that AI can do and we're we're mind blown by it, but then the reality sets in. Gosh, we got to get our kids ready for that world, one that we don't even know what what is happening. So, we're working on it and and that's our commitment to to where we're at and what we have going on. I agree with you. I think our outdoor spaces could be um enhanced for sure. Jake and I have talked um through the foundation about the idea of maybe less bringing the woods into our green spaces, but opening up our woods so that we can utilize the woods more um and trying to build those pieces out. So those are all conversations that are have happened and will continue to happen.

088>> Is the strategic plan has been mentioned a couple times. I was looking online. It doesn't look like it's Is it going to be online? >> It is. It is. All of our stuff, all of our um our curriculum, we just met about that again today. The portrait of the graduate, the street, all of that is is getting in its final stages to be up online. And I think we mentioned at a couple of board meetings by November is the plan. >> And then I just got a nice full glossy from Arrowhead on everything that's going on. And I know I believe that the district has sent them out. Are you guys going to keep on doing that? So I'm disconnected now, right? Nothing list. >> Yeah, Gretchen and I are in the process of

089building that out. I would like for us to be able to have some real scores from this last year instead of using two years ago. So, for me, that's kind of what the waiting game is on that. We'll have our unencumber what do you call those? Um, whatever that word is that we can't we can have them, but you can't embargo. There you go. That's it. Embargoed. Um, and then once those come out, which will be in November, we'll share that out. Rates going down. All of that will be absolutely because I think I'm just going to tell you, I think what we've got going on in H Heartland right now is exceptional. I think it's an exceptional district with exceptional families and exceptional kids. And you know, we talk about all these other conversations

090that are going on. I don't know. Um, and I'm I'm going on a limb on this one. I'm not sure that the community as a whole is saying let's consolidate. And I think we got a whole lot to look at and what's going on with our individual schools before we start having that conversation. >> Disagree like I enjoyed when my kids were here having a smaller district because then it was a lot more personal, right? But when you look at our, you know, our part of the reason why we're getting more open in is because other schools are areing. Right. So >> I would like to think it's because of our free program. >> Yes, that too. That too. That too. But you know when we offer B the district can't because they >> That's

091exactly right. programming, >> right? You know, so so I just and it just to me I'm a tax, right? That's my role like to to me it makes more sense to consolidate because there's a lot of um duplicate expenses. I was talking about a lot as to why Arrowhead should just have one building you know because of all duplicate expenses. Now when you take into account all the second school a lot of duplicated expenses I mean all the kids in our community could have you know >> I don't disagree but I I I will this will be the last thing I say on this is I don't put a dollar amount on a child's head. Um I think what's best for kids is something that we need to be really looking at instead of looking

092at the dollar. And that's that'll that'll be what I have to say about that. I I would say efficiency, yes, but at what cost? Is it is it as effective? You don't know. >> I I mean, we're one of a few districts, right? Like everyone else is a capable district with exception. >> Yeah. Anyway, I just think it could be more question. >> Absolutely. How do we determine um what the teacher are? >> That's a good question. Um well, we look at a couple things. Um one would we we're going to look at what what inflation did. Uh what's the cost of living and how is that impacting people? Um and then we also look at what's the revenue constraints we have as well. Um, we are in the process of looking at putting together

093a more formal sustainable advancement model where it's a little bit more transparent than just tied to CPI. Um, but that's that's something that I've been tasked with and I was just in the early stages of doing that. And you may recall my first year we went through a fair market assessment to the value and we changed the salaries of several of our employees because they were well under many of our other employees and we wanted to make sure that we made that even square. We are in our third year of our final payment of two or three employees and which is why then we started this idea once those employees are all caught up then we're going to start to talk about maybe more about I don't want to say steps and lanes but you

094that probably >> structure of some sort. >> Yeah. And when does that how do you know if you're going to have money fund break it's it's it's tough you have to do things basically we contracts go out in the spring right >> we're having our budget meeting now and as he said two twothirds of our expense is already locked in >> with the more than that right because obviously insurance and utilities and I mean most of our expenses are kind of fixed at this point in time. >> So as soon as soon as this budget is finalized I'll start building next year's budget and I will start running what if analysis. What if our health insurance increases X? What if we do Y for raises? What is that? So I just run team different scenarios

095trying to look at um one without federal funding, one with federal funding, one you know so it's when the when the board has to when the board approved salary increases last year. Amy had a preliminary budget for this year. >> Yeah. >> And we obviously didn't know what the state was going to do. We didn't know a lot of things, right? So, it's like she takes a guess and that goes in and we kind of look at that and figure out, okay, we're going to offer X. >> Yeah. >> And and it's not so bad if it's a oneoff. Like, you can dip into fund balance if it's a But the problem with salaries are you're setting a base and so if it's an ongoing increase, you can evaporate a fund balance very quickly. So,

096you have to be careful. >> All right. Well, let's let's move on here then with kind of the we we have to I think the community or the the members I think everybody here can vote as I understand it correct >> there's res >> residents can vote okay I think there's three things we need to to to vote on um the first one on the agenda is the salaries of school board members this year um do we have I don't >> we're trying to figure out I was trying to pull them and I can't >> I think it's $2,700 for the president was $2,800. >> That's what I was saying. I'm seeing >> So this past school year was $2,800 to the school board president $2,700 numbers. >> So I think I'm looking for a

097motion. That's how we do it. motion that you're looking for a motion to address the salaries of school. >> Do we do we know what other districts do as their salaries? >> I do not know >> for the 2425 school year. Swallow was 2500 across the board. Stone Bank was 1500 across the board. Burton was 850 across the board. Lake Country was,00 across the board. North Lake was,00200 for the president. What is >> 34 over three? Kettle Marine is 4600. Waka 6,400 35 and 45 Elmore 42 is the next closest size that we are as far as >> Yeah. So for 24 the 2425 the response on this form was 850. >> My understanding is that at their annual meeting last week they changed that to 12. >> They did but they still are They're

098similar size to us, a little smaller. >> So, I guess I'll make a motion to keep the school board salaries the same as last year at 2700 for all members um except the president at $2,800. or voice if you want. Let's do a raise of hands. All in favor of that. >> You want to just >> Yeah, you're good. >> Opposed. Okay, I think that passes. Thank you. Okay. The second piece we got to set the date and time for Garrett um that we want to start the uh the meeting next year. I guess it's generally this time in September. So >> can I just ask a quick question? >> Yes. >> Uh because the slide says something about third Friday numbers and last Friday was third Friday. So when does that is that the

099deadline to workers? >> That's the actual physical count, >> right? >> Yeah. >> And then when does that information get back to >> you? You we should have it in a couple a week or two weeks out. Yeah. >> We get to count kids still within that next week to that limit because of sickness or other reasons they may be out. So sometime historically that was in August and this last year or two years ago, we deferred to Amy Holly and said, Amy, like when would it be most beneficial to you so that you can build the most realistic budget? Um, which is how we ended up on this day because it gave her still enough time after the levy was approved or suggested by the community. It gave her enough time to fiddle with

100anything that needed to be changed and also get those numbers and still build her final budget for the October meeting. So that's how we ended up here. So >> whatever you refer to, >> this works fine for me. >> But do you have the third party finalized in this number as much? Oh no, no, it's not it's not viol I think I think what a big piece of her I I'm just speculating is we were in a budget year, state budget year. >> So a lot of that impacts what we can do as a district. And so I think I I would guess she pushed it out as far as she could because you never know when that benium is going to get passed. I think you're so I I'm fine with this time. I'm

101fine with >> I think even historically it was even later than than this date is closer to the October date. Um but not like so close but so whatever is you're the one that has to do all the work. >> Yeah, this works good for me. Should we do >> September 21st would be the third Monday of September 26. >> That's okay. Is that fine? >> Yeah. >> I'd like I'd like to make a motion to have the annual meeting set for Monday night, September 21st at 5:30 p.m. All in favor, please raise your hands. >> Oppose motion passes. Finally, you saw the budget that Patrick so perfectly well prepared and laid out and explained. And I do I appreciate what Jake said. I thought um I've been through this a couple times. did a

102really great job just kind of making it digestible to those who don't live and breathe this world. So definitely is 15 years in the classroom paid off and educating us a little bit here. So I appreciate that. Um but I'd be looking for a motion to approve the budget. Now just to understand there was some discussion on this a couple years ago. This is just a basically a community recommendation. We will set the actual budget in October. It will move somewhat. we'll probably get a different headcount or something of that nature. So, it'll it'll move up or down. >> So, I guess my question is is if the community votes tonight to tax our maximum authority, would the board respect that come October? >> I speak for myself and the finance committee approved this full

103authority budget. Um, I would I would be 5 votes who would continue to vote for that in October. >> I was the same with Matt at the finance meeting. We asked to up the budget to the next authority. So >> I think it all depends on managing changes. That's really >> how drastically can it change that would it >> one thing we're hope we're hoping we may have this pinned door to have a better idea what this 10year plan looks like >> but is it really going to change the mill rate of the tax levy that significantly >> not not materially >> because we're not going to I mean I I don't I'm trying to figure out a way that it would be >> it's a disclaimer that you have to put out there because

104it can change >> and I'm not saying it's not just just the the community votes for like taxing for the maximum authority, right? Like I understand that's not going to be the same number that could go down. >> But I think that consideration the community. >> I would say we've there was there were ballots provided on this. I would suggest this one that people actually fill out the ballot and catch and collect them. Um, we will take into account what the community says here and we'll get the full picture from Patrick in October and there'll be another opportunity in in October for the community to come and speak at that meeting. Um, and then we that we will be speaking on final numbers at that time. That would be my suggestion. I just have a

105small but I think important motion to make uh to allow everyone in the room that's voting the change period after the 21 to a >> comma we will not get by $21 change that >> I don't have >> that's your attorney already. >> I just want to say like uh yeah, I think doing going to the maximum le or whatever >> maximum authority I think makes a whole lot of sense especially considering how we've been doing financially and knowing that at some point there is going to be a big cost and to be able to build up a savings account as we've been doing um makes a lot of sense. So keep doing that instead of five years or whatever referendum. >> Yeah. Especially since referendum >> and the budget that you presented did full

106>> based on the number. >> Yes. Yes. >> It utilizes our full authority. >> And do you know what our was last year? >> Yep. Uh, last year it was 3.41. The year previous it was 3.34. This year was 3.4 3.25. But again, I I don't really like mill rates because it's all subject to what happens to property values. I'd rather look at the light. That's >> it. True. True. >> So, I ask you guys to fill out a little slip of paper. Does everybody have one? I have one. You don't. Everybody over here. I would ask to count the votes everybody else. [Music] 10 approved. >> Great. Thank you everybody. I appreciate everybody's showing up here. Appreciate the dialogue and the interest. Um I'm looking for a motion to adjourn. So move. All in

107favor? >> You need a second. >> I'll second. >> All in favor. >> All right. Well, thank you. We will take a five minute break or so and then we have an actual welcome to stick around for that. >> Good luck. You'll see it right here. out of curiosity. >> What time would you propose? >> What do you think? >> I know. I've had this conversation for like Okay. Nice to meet you. >> Good work. must be sponsored. I think it's more principal. just [Music] yeah um I need to keep my kids busy with the landscape and stuff. >> Um I think Nick and Everett or Nick and Winston have walked over and picked apples a couple times >> cuz Jake has like told them to go pick >> I think we got a couple.

108>> Um but wait what? You're going to South to pick apples? What? I didn't know we had apple trees. >> Oh, yes. >> Yeah. just above 9,000 >> and like it was fascinating. Never seen anything like that. [Music] >> Oh man, that was Do you want to guess what you could? The ring. Ring door. [Music] That's what you see. Yes. [Music] Oh, $25 homework. All right, everybody ready? >> All right, let's call the meeting to order at 7:15 p.m. Start with the pledge of allegiance. Pledge algiance to the flag of United States of America to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Proof of giving public notice. Notice was given. All right. Item number four we can skip because all members are present. There

109was no signup sheet, but I'll leave it to Mel. Would you like to? >> You sure you're still on the sheet? Yeah. >> No, I'm good. >> Okay. Then we'll move on into committee reports PPC. All right. After corporate PPC, we met on September 11th. Um we went through a few different things. One of the items on there was a personnel report. That's why I'm letting everybody know that there was a sheet on there that was not accurate. So it did not make this board meeting. There was no update to personel report. So it's been cleaned up. So you see, it's blank. But that meeting had older one on there. So we are good there. Um we reviewed the employee handbook one last time for consensus boards. You see that in there as well in

110the consent agenda. Um we talked about social studies curriculum. We talked about a slow one or a K through five. I'm sorry. Okay. >> Or K through five. Um that she's attached on there as well. kind of all those pieces that are for each grade level, but there also curriculum is being used for that social studies for the books that are taking the inspiration, which is great. That'll all be up on our website here by November as well. So excited to see that rolling. Um we did talk about portrait of graduate. Uh we talked about the the overview and that was attached as well inside the Thank you very much for that. And then the organizational chart is updated. So now to see who reports to who and the best chain of command that's out

111there. So it's just help us organize as well as the staff and see what's going on. So >> all right thank you finance committee. Sorry or I said one question because it was asked when it's listed on the website for the information that we talked about. Are you talking about where it would be? Would it be by school or would be by special? We haven't had that figured out yet because there are certain tasks that go along with the the group that we're going to be, but it will be very clear and it will also be part of the dashboard. So once we get all of those pieces put together, I want to make sure you're talking right. >> Okay. Finance committee. >> I I don't really have much else to talk about. We just

112>> we spent a lot of time on what we just >> spent on question just going through the expense reports that were there and there were a lot of larger expenses and things that were there. Are you guys still pulling out? >> We are. >> Yes, we have a couple receipts. >> Yep. Yeah, we pull two or three every time. And we cleaned up the room. We had a reporting issue one month. So there was some descriptions missing on what you guys saw, but we got that kind of remedy. So I think we're we're doing that monthly basis >> and I'll continue to do the detail that sometimes there if you want if you see something like that and want to bounce it through us, you're happy to do that. I'm sure you can have

113I don't think that needs to come through me. You want to ask about >> ask. Trust me, I ask enough questions that he's used to the questions. >> Thank you. >> Okay, moving on to the consent agenda. The consent agenda allows us to approve in bulk monthly items that are normal. The only one that we usually pull out are or suggest reading for public view is the donations. And is there any board member that would like to read off those donations before looking for a motion for that consent agenda? You have >> I do question. >> Um we got a $1,000 donation from the Okconaw Memorial Auxiliary for the Angel Fund, which is awesome. and they do it. I believe we sent it annually they do that. So that's really great that they do that.

114And then HLF donated or um there was a micro grant from the 5K teachers for a microwave over by them so that they save some time running down to the teachers lunch. >> Thank you to everyone for those donations. Okay. Does anyone have any questions? Anything that needs to be pulled out of the consent agenda? If not, I'd be looking for a motion to approve the consent agenda as presented. >> I have questions. >> Sure. Is there something you would specifically like? >> Well, so when we are when we say approved, are we approving the play handbook without discussing it as a board? So, we're just assuming that we have >> correct that part of it. >> I would motion to pull that out and discuss separate. >> Okay. And just so you know, you

115don't have to do a motion. you can just request that that >> I request that that um and then I guess the only other thing is since I am new to the board the annual seclusion and restraint kind of I get that it's annual notice um what I don't even know the question asked because I don't know what I don't know but >> it's a requirement >> I feel what the name the words mean I just am more like a clarification on what is I think it's something we're required by law produced to the state. So I think every school in Wisconsin is filling out that same >> if you want to pull it out and discuss it. We're prepared to do that. Um and it's entirely up to you if that's something you would

116like. >> I mean I it I no I don't think so because it's not like I can change anything because what happened? It's not like I I'm going to change anything and I No, I'm okay. >> If you have a problem with the report, >> no, I just don't understand what I'm approving. Like, >> well, I'm going to make I'm going to make a decision to pull that out so there can be discussion. Is there anything else that needs to be talked about specifically? Okay. Okay. I'm looking for a motion to to approve items A, C, E, F, and G. So move. >> I second. >> Any discussion of that approval motion? All those in favor say I. >> I. All those opposing consent agenda items A, C, E, F, and G approved unanimously. Okay,

117first one is the annual notice notice seclusion and restraint. Now feel free to ask any questions you'd like. >> I don't know the questions to ask. That's okay. >> Maybe definitions. >> So I asked um Lisa Strock, our director of student services um to come tonight just in the event that somebody had a question for clarification. So Lisa, I'm going to turn it over to you to go ahead and state. >> Yeah, you're fine right there. Sure. So every year the state requires look let's put it during the school year there's an incident that happens um that has to do with a secure restraint of any child general education or special education the staff need to write in report and can document that um then at the end of the the parents are notified there's

118a whole system of that at the end of every year going backwards for last year then you have to report to DPI um statewide. So I actually had to put this in a portal so that the state knows right what's going on. I have to do that later. You have to notified first. So we're just notifying the board and the community as to what happened. That's the notice before I then give it to DPI by December 1st um is the next cut off time and that just is a reflection of what would occurred last year. So when I then review it for this year, let me know. I I read them all and um just see where um where we might need to improve some areas of concern. Um does that answer your question? >>

119Yeah. And so I'm assuming when you put it into the portal for DPI, they're then monitoring trends of hey, this school is kind of going up a lot or >> Yeah. What are they looking at? >> Yes. So, I actually wrote it exactly how I upload it. So, they'll be seeing the same data we see and that's what they require. No more, no less. I have more internal data, right, that I can help shape our teams and and help our students. But the state just needs this and what they base this information off of. Sometimes, yeah, they will if there's a trending up, but they don't have time for that. Let's be honest, right? What they're looking at is for the state, right? So then they will really look at trends for the state as

120far as what do schools need, what's trending overall for school needs, what's going on there. Um, but yes, you would hope that someone would be might as if we're not doing it ourselves. >> I I will add to that. I think it's a great opportunity to talk about the great training that we do for our staff. Um, and so I don't know if you want to kind of if we go utilize these. >> Yeah. Every year, um, you're required, DPI requires you to at least have one staff member to be trained called, um, crisis prevention. So, it's nonviolent um, the verbal and verbal deescalation training. You're only required to do one. This district has all special education staff trained as well as administrators. I will be asking all administrators to be retrained. It's every year

121you have a refresher. It's three to four hours at each refresher. Your initial training is an 8h hour training. So anyone coming into our building would have not been trained. Um even in California nationwide CPI is being used. It is the it is the approach to use um because it has a lot of verbal deescalation first. physical restraint is last resort imminent danger to themselves or others that is the is the threshold. So um with that in mind that is what the staff need to be following >> and I would say >> yeah so even you know Amy Harker Murray who came from the medical field and used to be on their court would often times talk about this like when you think of the restraint in a hospital room in a school they are

122rem that was a really important in a school is anytime. Anytime. So, you can physically prompt a student, right? If it's a little 4K or 5K and they want to hold your hand like, "Oh, sweetheart, that's that's a physical prompt. That's not a restraint." But if they were really struggling, maybe they're banging their head and they're continuing to bang their head against the wall. First, you would put your hand there just it's least restrictive. So, you just put your hand between their head and the wall, right? But now if it gets worse and it needs more, now they're hitting and and they're very disregulated. That is when a staff member according to this training might restrain them, right? It sounds hard. Restrain them to not hurt themselves more, right? And what I typically it's maybe

12310, 15 seconds, right? It's honey, I'm so sorry, right? I'm going to protect you. And then it's are you safe? Are you calm? And then it's off. But just that little 5, 10, 15 seconds needs to be written out, right? Um for best practice because you do need to report that to the parent, right? Like, hey, your child has was in imminent danger of hurting themselves in this situation. We did restrain them. We did hold them. Restrain just means restricted motion, right? So, we just restricted their motion temporarily so we can regain control. They're now safe. and then we release but while we were still possibly. So that is what typically is seen in schools is that they train a lot on um blocking. So a lot of our students are disregulated and they might

124come after you try and scratch or hit or bite. We don't restrain during those. It's blocking and protecting yourself because you can get away from a little picking and and whatever. Um that is is is most often typical. Um, but again, if you were to restrain, that would be a typical like just a quick I held their both hands while they were kicking and you know, and just to restrict that movement for a little bit and then release. Seclusion is the same thing. Seclusion shouldn't be if you're just regulating a child and you say, "We're going to just go here while you're while you're regulating." Um, that's different. The seclusion means that you didn't allow them to leave for safety reasons, right? And I've seen that too was maybe undermine where you're just like, I

125don't think it's the best thing for you to run outside the building or run because we're not a locked facility. So the kids can run out right in >> from the outside. I just want to clarify that. I know we are locked from the outside. >> So there are times that maybe it is dangerous. Maybe it's bus time or maybe it's high traffic time that you might get to where staff is going to say restrict you from walking outside the building right now. Um and that didn't have to write that up. >> Yeah. I guess I'm just thinking about it because I I know my first grader now was a runner. >> Um and still is kind of a little whatever. He's getting better. every time. But because like I'm seeing these numbers, it's like

126four and I'm like, well, I know he was >> darting here and there and not that I I mean, I know that everyone has his best interest at heart and he is completely safe and I know that's not what I'm asking, but how do you know how how does it turn from that to we have to put it on this list? Anytime you're restricting movement and it's written that way and if the staff felt it is a restraint it was a restraint do that. >> And then you said just the special education staff. No. >> Oh sorry just the special education staff are trained. Are any primary teachers? >> Um we might select a few but again you can you can be trained on just the verbal deescalation. Okay. Right. So we want everyone to

127be trained on that verbal. Not everyone should be trained to do restraint. And that's another thing you have to watch, right? You don't want to get caught to everyone. You want to make sure that it's specific staff. >> So typically an administrator, you want an administrator there if things are going that direction. >> Okay. >> Thank you. >> That it was very helpful. I think with you saying it was completely different because in my head that's what I'm thinking because I'm just a parent. I'm a educator. sounds a lot worse than it. >> It does. It really does. And I know that it can be. >> It can be. And I get that. And I'm not trying to diminish that at all. >> So, thank you. >> Thank you. >> I'd like a motion to

128approve the annual notice for seclusion and restraint. >> I'll second. >> Any discussion? >> All those in favor say I. >> I. All those opposed. >> All right. The annual notice for seclusion restraint passes. The next item that was pulled out of the consent agenda is item number D, employee hand in. >> Um, was there anything in the PPC committee that kind of stuck out that we changed majorly in the handbook? >> I said there was two things that were a little more stringent. One was the trust code. Um and then they were everything adhered to the policies. One thing was the dress code and what was >> the other one was the district medical leave. So we do have some new employees that come into our district who might be full-time and then there,

129you know, we're very much into raising families here in H Heartland. Um, so those those employees typically would not qualify for FMLA, but in order to be ADA compliant for particularly maternity leave, we have instituted a um district medical leave that would align directly with FMLA for those individuals, which is just super employee friendly and the right thing to do when it comes to having balance. >> That's awesome. Um what I would say to say about the employee handbook u both of those pieces have been communicated to our staff. Our staff are actually um good with the new um dress code piece um because you know that that just was getting a little loose there for a little while. So we tightened that up so they had those conversations. The other piece about this employee

130handbook remember this is an arm to your board policies. So there's not going to be anything that's different because we are aligned to the board policies. This was really written um by through the NEOA process. And then every three months or quarterly, we're bringing more pol or more adjustments because we're going to go to PPC and say, "Hey, we noticed that this policy really doesn't fit with what we've got going on. We need to ask to change this." And then that would also then catapult us into changes of both the employee handbook and the student handbook because they're all tied together directly. That's that great work that y'all did last year with that word policy stuff. So it's good. It's good to have that >> and no policies were changed since then. >> Correct. >>

131Okay. So nothing is like we haven't been through a quarterly. We're going to go up a quarterly and there will be some things that I can't remember at that time. Well, I guess yeah, then I would motion to approve the employee. Any discussion? Okay. All those in favor of approving the employee handbook, please say I. >> I. All those opposed. >> Okay. The motion carries. Thank you very much. Consent agenda. >> Thank you. >> Item has been approved. We'll move on to number eight, district update from our superintendent. >> Yes, thank you. Thank you so much. I do have a few things that I just want to um put together so that we can share with some of the great things that are happening. Um portion of a graduate in action um from leadership opportunities

132like student council's expanded committees to service projects across grade bands. So we've got fifth graders working with third graders and second graders working with kindergarteners. We have ambassadors and fifth graders. Just all kinds of opportunity. um for our students to learn to lead serving pride. In October, we will be bringing all of our our schools together in an alignment and a um presentation um that outlines the great work that's been happening in September and October. So that um we're working with the leadership team. We had a meeting about it again today. Um and that's really where we're going to pull everything together and give the community a better picture of what we're doing in schools. Um, I can tell you firsthand that it's really exciting to walk through the buildings. It just feels like a

133different year. Um, the energy, it is a different year, but it feels different, you know, and, um, our staff would tell you that, and our students, too. Um, it's it's just been pretty pretty amazing. Um, the next piece that I want to highlight is our academic growth and opportunity. Um, our early data from MAPS and Ames Web show strong progress particularly in reading and math. Not that there was a lot of room to grow there. Um, we're really doing a great job. I'm excited to see what the forward exam, while many other districts are worried about what NE is saying and forward exam is saying and their driving scores, we're increasing our growth. And I will tell you that when your students are already up here, that growth is less, we're still growing. And so,

134I'm really proud of the great work of our teachers and our our staff. And it's it's partially due to programming and and offerings. And one of those pieces that ties into that is some of you may have seen in a recent newsletter um the offering of Futura um Adventures, which is a Spanish program for our young students. And I've asked Lindsay Stable here this evening um to give us just a few points about what is it that you're doing, what is this program, and and just tell us a little bit about it. Would you please? >> Yes. >> So, good evening. Um so, my name is Lindsay Staple. Um, I'm excited to be here and I wanted to thank Chris for reaching out and inviting me to share the information about couturo language professionals uh

135in our enrichment program at H Heartland North and Hartland South Elementary Schools. So, I am also a local parent um in the Hartland area in the neighboring district of Lake Country School. So, I understand um the importance of education and enrichment programs in the community. Language Professionals has been in business since 2001. So, it's almost our 25 year anniversary. Our regional locations outside of our Milwaukee area include Madison and the greater Twin Cities of Minnesota. Uh we offer parent funded enrichment Spanish classes at the local elementary school level in before and after school setting. Uh in this setting, we have partnerships with nearby districts including but not limited to Elbrook, Kettle Marine, Monom Falls, Milwaukee and more. Um, we also partner with private schools to provide integrated programming during the school days for elementary and

136middle school students. In this setting, Couture provides the teacher and the curriculum for the full school year. Our mission is to provide dynamic Spanish courses that motivate students to become lifelong language learners and enlighten children at a young age of the beauty of other cultures. Our approach is a dynamic hands-on experience with language lessons and um conversation practice. In addition, we share cultural lessons about Spanish-sp speakaking countries to foster global awareness and appreciation of foods, festivals, animals, and travels in other countries. So, our classes meet once um a week after school for an hour for eight weeks in the fall and then eight weeks in the winter spring semester. We began our enrichment program last spring at H Heartland North after a parent had reached out with interest in bringing our Spanish program to the

137school for her children. We had about 22 students enrolled at that time and currently we have 26 students at H Heartland North and we are starting a program this semester at H Heartland South with um six currently enrolled. Um so our curriculum is a theme-based adventure program and it works well to engage new students as well as returning students in the lessons. Um each semester is a new theme. So last semester was animals, this semester is travel and it continues to rotate as well. Our in each class our teachers provide lessons with picture flashcards, um practice activities, games, songs, conversation reinforcement. Um teachers are provided with a comp um comprehensive kit of materials. Uh curriculum includes detailed lessons and they are trained in our positive and lively approach appealing to all ages and learning styles.

138Um so families that are enrolled also have access to practice resources on our website's portal um if they're looking for even more Spanish outside of the classroom. Um, I also just wanted to share that Futura has live virtual classes via Zoom for any adults uh who are interested in learning Spanish beginning their language journey or brushing up on past skills. Um, they are conveniently held in the evenings from 6:00 to 7:00 p.m. for six sessions each semester. Fall classes beginning mid late October and we have levels beginner, intermediate as well as a travel themed class. We also offer a live virtual afterchool class for middle school students that may be interested in extra Spanish practice and reinforcement to further prepare themselves for high school Spanish and beyond. Uh so in summary, thank you again for

139your time and the invitation to share about the tour's program. We value our partnerships and look forward to working with the students to foster their interest in Spanish with creativity, collaboration, critical thinking, and communication. Skills that are essential across all grade levels and transferable to both academic and real world settings. Um, so I'm not sure if you guys have questions. If I open it up to you for questions, I also have handouts and flyers that I can leave with you. that >> absolutely I think for my from my perspective I think it's really important that you see the connector here um so providing these programs after schoolers just as alternative programmings for our children kindergarten through fifth grade ties beautifully into what we have going on sixth through 8th grade we have a really robust

140Spanish program sixth grade through 8th grade so much so that that they tend to be in the higher Spanish classes when they go to arrowhead so we talked earlier tonight about programming and the importance of are we doing what's best for kids and by providing this bridge this this introduction. It it just it really does bring the essence of the importance of a of a second language and and all of the learning that goes along with that. And some of you may recall last year we did some cultural lunches. We got we got um Chartwells involved in some celebrations in that regard as well. So I I just think it's a great program. I I think it's super important for us to always keep things connected and aligned. Um, and I think this does this

141beautifully. So, I really appreciate your time. I I really appreciate you coming here and taking that time. Does the board have any questions or thoughts regarding this that they'd like to add? >> My only thing is um I know that there's a price to this. How do we have anything that families that are interested that maybe how do they kind of get in? >> Yeah, absolutely. We have a process for that. they would just have to contact the districts and we would help them out. >> Cool. >> Can I add to that? >> Yes, absolutely. >> So, my company also does provide based grants and we do do um payment plans. So, that's great. So, those of you who may not have heard that um the company also provides needed grants as well as payment

142plans for this for this opportunity. >> Do you cap um a program like you said you have 26 right now? We do typically have a max enrollment based on our ratio. So 30 at H Heartland North, for example, would be our max per se. Uh if we had more than that, we'd have to look into spacing and and talk about teacher ratios because we would have two teachers and that the ratios to to go off on that. >> Thank you. And in talking with you prior to coming, one thing I I really like that she brought up was the fact that it it just introduces Spanish to the young kids before they get into having to take the class. So there's that familiarity. And she shared a story with me about a parent that was

143at a a grocery store some some place and somebody else was speaking Spanish and the child was in the futura program and then turned to her mom and said, "Hey, mom, she's speaking Spanish." And they were all excited. That's what we want and that that falls right in line with the portrait of a graduate. Our strategic plan to get lifelong learners and make them love it and it's to introduce programs at a younger age so that they feel impassioned to take the advantage of the curriculum and the programs that you talked about that we do do well. So it's not just children coming to department of Lakeside because of unfortunate circumstances in other districts. It's because we're doing wonderful things. So it's a positive. It's not a negative for anyone else, it's a positive. So

144my hats are off to the administrators. Thank you and to you for putting this program together to complement the already robust curriculum that we have. So thank you and thank you for coming. >> Thank you. >> Okay. Um moving on to safety and well-being. Um boy, you know, transportation seems to make its way all the time to our um the front of our um focus, which is good, right? We want to keep our students safe. So, recently sent out a um a new um transportation notice to our district. Um within that, um there's new safeguards for new dismissal protocols um for unaccounted for child safety checklists. We added staff supervision, ensuring every child gets home safely. And Patrick, I've kind of passed the torch a little bit to him because this would fall under his

145purview is the idea of as we look at that shuttle experience and you know how we're lining our buses. Uh Patrick is working with Dman to maybe change that alignment so that when you know if there were to be a situation where a bus rolled it would go backward and not forward. um because our buses we don't kids don't go in the back, right? They are only in the front. So, we're really you're going to see probably that change this fall yet. Um where we realign our lines, we redraw the lines on the pavement and we changed that. Um we had a record today. I think all students were loaded and transferred by 406 um outside which was pretty incredible. It's the the quickest that has been. So, we're getting that to be a pretty

146welloiled machine. We are also looking at and working with um Dowman to um possibly get those tracker tags so kids check in check off um with a scanner. There's a price to it. So when you start to talk about budgeting and you're like okay do we where where do you put that? I don't put a price tag on the safety of the kids. So when we start to look at that we've got to really talk about what what is important for our children. So, um, those are the things that we're looking at. I'm really, um, really pleased about that from a safety perspective and in the works that we've done. Today, we had another situation. Our safety protocol, we followed it to a tea. It was great. And wasn't great that we were in a

147situation, but this team, this new team, this group of people that we have together really understands the importance of process and procedure and protocol. And that's what you need in every single situation like like the one we had this morning. Um, in addition to that, we talked a little bit about well-being. I'm happy to announce that we have partnered with Chartwells for the Great Apple Crunch. Um, and what is that? Well, districtwide, um, we will be all eating an apple. So, if you're available Thursday, October 9th, um, we are going to bring everybody together in their own buildings and at the same time. Um, and I guess what I will say is we're excited to host the Apple Crunch Day and provide our students with a unique opportunity to learn about the significance of locally

148sourced produce. Um, and this event encourages healthy eating habits, supports our local farmers, and reinforces our commitment to sustainability. Within that, we also have the opportunity to I don't know if I have it with me. It's okay. Um, we're going to do how much does this bushel weigh and how many apples are in it. So, like a little contest for our kiddos. Um, they're all going to get I participated in the Great Apple Crunch little wristlet. Um, and then in addition to that, they're going to be provided with a salad, a fruit salad that's it's got some greens in it. It is also apples and cherries. And then they're going to be taught a little bit about the nutritional value of that and every child will have the opportunity to try that during the lunchtime

149for free. It's just a little sample of that salad. The recipe will be sent home. And then um additionally we are looking at an afternoon smoothie snack um that is applebased with yogurt and oranges. So kind of looking at some different opportunities. Again that's all through our partnership with Chartwells and just throwing an idea out there and say yes let's do that. So again committing to our strategic plan um and um doing what's healthy trying to help our students um learn a little bit more about nutrition and the value of that. So we're really excited about that. um that fun little activity that we're going to do. So, more to come, but because that it's going to happen before our next board meeting, I wanted to bring it up so that um and then next

150on our thing is our community partnership. I do want to say a special thank you to H Heartland PD, Fire, EMTs, and Milwaukee Sheriff's Department for their ongoing partnership and keeping our children safe. Not only for incidents when we have a big incident, but just on a on a regular basis. They are in our buildings. They are in they are present. They are building relationships with our students. They believe in building relationships instead of always showing up when there's a problem. And so they've really committed to that much like some people call or talk about an SRO. Um that's been a conversation that that we have had. Um it's just really expensive, really kind of one of those things that we're not sure we're ready for. Um but they have committed to looking out for

151our kids and being here and being present and we couldn't we couldn't appreciate that more. Um, when we talk about professional growth, all of our staff are engaged in training, which is aligned to our strategic plan. Um, and our I I can't say enough about our leadership team. Um, committed to disagreeing at the table, but walking out the door together in agreement um, and carrying that torch and making sure that we're doing what's best for kids at all times. And I earlier somebody had mentioned I think it was Patrick that we do meet every week and it is a fruitful um invigorating positive message that we always carry out of that room and it's great collaboration and great ideas come pouring out of that room. So really happy to have that team. Um community and

152family engagement includes advisory councils for staff parent leadership. Um it's giving us yet another way to listen, share and work together. So, we have a we have HLAF who really supports our mission and really works with us to make sure that happens. We have a different committee that is really kind of that um ambassador and really talking and asking questions and looking for clarifiers and our parent advisory council. We have coffee talk, right? So, we have those coffees and conversations. We had a great turnout this last time. We've got another one coming up October 14th. So really kind of focusing on hearing voices um and um sharing and working together. Talk a little bit about fiscal responsibility and strategic budgeting. We are really truly making a huge effort to align our resources to support student

153needs while addressing long-term fiscal challenges. You heard a lot about the fiscal challenges tonight, but the district made some big decisions to support student need. And that includes having a counselor at every building, hiring a social worker, ensuring that every child within our student services realm from gifted to gifted and talented to our most struggling students. Um, support and and they're doing a great job of making sure that every kid is is managed and we're doing it in a fiscally responsible way. So, so really hats off to those those teams and people. Looking ahead, um some another really exciting um organization that we're putting together um to serve a um a population of our community. Um we are we are igniting the night's care crusade. And the nights care crusade is more than a seasonal

154program. It's an opportunity to build a sustainable culture of empathy and service within our schools, guided by our mission to empower and engage students and families in a meaningful, supportive experience. More to come on this, but we do have this wonderful little logo. Um, you'll see it's our night. Um, and it says Hartland Lakeside Nights Care Crusade, and it's our night with heart. Um, and there's a lot more to come on this, but we're really excited and invigorated by the partnerships that are going to be happening that I know that um, will carry us through and the great opportunity for our students to learn what it is to serve, to be empathetic, and to care for others during the months of October, November, and December. So, as we move forward, you're going to hear a

155lot more about this. We are partnering with Serve. We are going to partner with HWF, we hope. I've got a meeting this week. Um and then also just community members in general. And this is really meant to be a SCO school district thing. So our students will be involved in the planning and in and how all of this will come together kindergarten through 8th grade. And then our staff will be um in the end they will be the the initiators of the project. So I I can clarify that more for you at another time, but I'm just so excited to share this out. they will hear about it on um Friday and we will really start to gather donations um in the future. So um really excited about about this great work that is being

156done. Um so in closing we are going to continue to carry forward our strategic plan and our portrait of a graduate ensuring every decision is grounded and preparing students not for our past but for their futures. Thank you. >> Thank you. Anyone have any questions? Okay, we move on to number nine, director business services report. So, at our last finance committee meeting, we talked a little bit about kind of where we stand uh financially. Um, cash in the bank, we had received our final property tax payment. Uh, so we had about at the time of the meeting, uh, at the end of August, I should say, we had about 7.6 million in in total. um a little over 200,000 in our checking. Um in our savings about 5.65. Um capital improvement was right around 1.73.

157Uh and then our student activity account with about $8,000. Um August saw a lot of supply ordering. Um lots of supply ordering to get us prepped for the school year. Um but um not much uh outside of normal business. Uh as far as anybody have questions on um more financial reporting as far as the capital improvements update uh August uh Greg and his team spent the bulk of August getting the buildings prepped for kids. Um we did have um they were they put together and and moved in a lot of furniture for teachers getting classrooms ready. Uh some final cleaning. Uh we did have a some tree damage over at North by the 4K entrance that they uh they had to do some work on. Uh in August South had seven new exterior doors installed,

158rekeyed, and some protective film applied. uh the 3M protective film applied on those doors. Uh at Northshore, they put a new outdoor swing in the back area and replace some of the protective film. Um and we also had to do a a hot water replacement in the Northshore school office uh because that their hot water heater started to leak and and was not working. Um so that was kind of the to sum up their their August. This was all, just to reiterate, this is all coming from the general fund 10, not our capital. So, we're doing all of this without touching. >> Yep. >> Fun. >> It's all fun 10 operations. Let's see. >> I will I will just do a shout out because I know he's watching. Um that that water situation could have

159been much worse had um Crystal not known that he can help help his better half figure out how to shut the water off and get that all taken care of. I mean, it really could have been a bad situation because it happened on a weekend. Um, and the commitment that that those individuals have to this district and the work that they do is is incredible. So, um, shout out to you guys. Thank you. >> That's all I have. >> You're welcome. Okay, on to new business. the approval of a bilingual SLP contract. >> You want to cover that or >> uh if you Lisa is is here again um to answer that question just what is it and and whatnot. So if you just want to give us a brief overview of what that's about.

160um our speech pathologist speak English one mission and the professionals decided that they felt to rule out that the child would be best served and assessed by bilingual um English Spanish speaking speech pathologist say that >> right um so that is why that direction so it would just be one evaluation for speech Um, Spanish >> I was wondering such a small hour. >> Yeah, this morning. >> Motion to approve the bilingual SLP contract as presented. >> Second. >> Any discussion? >> All those in favor say I. I I opposed. Motion carries. Thank you very much. Okay. Number 11 for president report. I don't have anything new. Does anyone have anything for future agenda? Okay. We'll move on to future meetings. PPC, we have Thursday, October 16th at 9:00 a.m. Correct. >> Can make a request.

161You can make a request. Um I I'll be in the office that week. So the 14th in the morning or the 17th work better for me or if it needs to be pushed to a different week or we want to keep it that same week 14th or 17th and 9 a.m. 14th is coffee. >> I was just going to say what's on the 14th. Why is it so I know I was thinking the 17th. >> I can do it. >> Did you say the 17th? >> Correct. October. Yeah. Can we go 9:15? Can you start at 9:15 instead of 9? Is that okay? Just because I that puts me back to back if anything happens. >> Yep. That's great. Thank you. >> My apologies for that. Thanks for coming. >> October 17th, 9:15 a.m. You

162good? >> Yes. Okay. Finance Committee, Friday, October 24th, 8:30 a.m. Then we have the regular school board meeting. Wednesday, October 29th. It was moved to Wednesday, not Monday. So, public, please note that meeting was moved to Wednesday, October 29th at 6:30 p.m. Everyone still with that? Yes. Okay. All right. And at this point, I'm looking for a motion to enter into close session for discussion of possible action regarding superintendent evaluation goals and objectives. The message for measuring those along with personnel matters at hand. >> Who's taking that? >> I'll second. >> Any discussion? All those in favor say I. I. All those opposed. Motion carries unanimously. We are now in close session. >> Thank you. Thank you. Please make sure the office is >> Thanks, guys. Have a great evening. >> Thank you for being

163here. Thank you. Thanks for discussing confirmed as we went