Hudson Schools - January 26, 2026 - Board Work Session

001Okay, welcome everyone to tonight's uh working session of the Hudson School Board. We'll start uh with topics for discussion. We'll start with K12 uh literacy presentation with Shannon. >> All right. So, as my some members of my team, the teaching and learning team, come forward, I'll let them introduce themselves and um what they're presenting tonight. Okay. My name is Laura Manarchek. I am the assistant director of teaching and learning. And here with me tonight is um a group of our K12 literacy leaders. And this is Susie Anderson. I'm an instructional coach at the high school. >> And Bethany Butson >> Bethany Butson, instructional coach at the middle school. Wland, literacy specialist for the elementary schools. >> And last time we shared about act 20 and how that is in support to support our students who

002need more targeted reading support. Today we are going to be sharing about our K12 tier 1 curriculum. So it may seem obvious that our literary literacy instruction is directly correlated to our strategic plan in the areas of academic achievement and real world learning. But I think especially in the dawn of AI, like it's important to mention that this is like these skills are so foundational and we need to make sure that we're truly teaching these skills because AI has changed the game a little bit and so we want to make sure that kids still have those [clears throat] skills where they're able to go out into the real world and be productive citizens. So this slide highlights how English language arts is foundational to all learning. Some students have said to us that, "Oh, I

003don't really need the to know how to read and write as critically as I used to because I can have AI summarize things for me. I can have AI write things for me." Um, but what we're finding is exactly the opposite. With the the dawn of AI, those strong standards aligned literacy skills are essential for thinking critically, communicating clearly, and navigating an increasingly complex digital landscape. So AI is adding a layer of complexity to our literacy instruction, but is certainly not replacing anything. Oh, that's that is interesting. >> Say, what if you click it though? Do they zoom in? Do you >> Oh, there we go. Okay, cool. >> Zoom in. >> All right. So all students in grades K through five experience core literacy instruction through Amplify CKLA. And this program builds both foundational

004reading skills and also knowledge building in the areas of science, social studies, and literature. Um, and throughout their elementary day, students are engaged in this instruction for a large portion of their day, ranging from 60 to 120 minutes, depending on which grade level they're at. So when they transition to the middle school, you'll see those next two arrows. Um we want to make sure that we're not reducing too quickly the level of literacy instruction that they're getting. That's why you'll see those two classes. Language arts uses into literature and that has a reading comprehension focus. So students are being assessed on reading comprehension, language skills, um and things like that. Whereas language arts B, students are being more assessed on those performance tasks such as reading or I'm excuse me, such as speaking engagements um

005and kind of more of those performance-based tasks. And then in 8th through 10th Oh, sorry, Tim, you can go back. And then in 8th through 10th grade, students transition to that one core literacy course where they're doing um into literature. And it's nice that they have that consistent flow 6th through 10th grade so that we have kind of established routines and procedures so that students can really dig into the core content and really go deep into that learning. And then in 11th and 12th grade, students choose their pathway based on their interest and what's best for them. We have five year-long courses that if completed, um, students have the potential to earn college credit. So that's a really great option for our students. Um, for students wanting a more nuanced approach or a more genre

006specific, they have a menu of classes that they could choose that are semester long course courses ranging from college composition to myths and legends, world literature, and um, one that's kind of exciting, the who done it course that is a mystery and suspense focus course. So, there's just something for everybody when they get into those electives. So, we're going to take a time we're going to take some time to dig through what this exactly looks like for each grade band. I'm going to start um with elementary. So, K2 when they're doing reading, what this means is they're learning the basics, those foundational skills. They're learning how to decode and they're learning the basic comprehension more related to oral language than even their reading comprehension. What this means is, like I said, phonics, fluency, retelling, all

007those basic things. And it's done through explicit teacher modeling and instruction. As they transition from that learning how to read, they learn what they are reading. So third through fifth grade is where they start that strategic comprehension. This is where kids start to read more trade books, it's not as um stuck in decodable and it's not as controlled as the decodables they're seeing in K2. They're going to see more high-end vocabulary. This is going to really expand their vocabulary. It's going to build their skills of fluency, their inferencing, and their text evidence. And you see the teacher really kind of start to take that role back. they still are explicitly instructing on new skills, but there's more guided practice and that scaffolding support to independence. >> And then at the secondary level, you can see

008um that the reading focus shifts to not only what does the text say or mean, but what is the purpose of the text. So there's more time spent analyzing the text and determining how the author creates meaning. Students engage in close reading activities and annotation and they also synthesize multiple texts to create meaning. So like I was saying, these are some examples of what you can see. So we're going to talk about those K2 ones you see right there on the left. Um those are part of our CLA skills one-hour block. Kids work, like Laura said, some of our classes it's up to the two 60-minute blocks. 60 minutes of that is true phonics and decoding. They're going to learn how to read with these decodable texts. You'll see on the very first one, cat

009on mom, that's a kindergarten text. Those are the first ones where they start with those CVC words and their short vowels. And then they start to build up to multi-lines to eventually where you can see in a first grade text things that swim multiaragraphs. This is where you will see specific parts of words may be bolded. If they're working on, for example, the diagraph shing that says sh, the word fish might have the sh darkened or bolden so that kids know, oh, I'm learning this in class. I remember what that says. So again very decodable. These ones that we get from CKLA are 100% decodable. Kids will not encounter a word that they are not either have been taught as a tricky word or a word that they cannot decode. So there is no guessing.

010Once we move to three through five, that's where it becomes non-controlled text and we're focused on really not how to read but learning from reading. So you'll see here these are more contentbased. You'll see um the examples we up there. We have up there. There's one from the Renaissance unit. There's also ones from the American Revolution. So, these are going to be very highlevel vocabulary. The words are not single syllable, even just double syllable. You'll see a lot of triple or even four syllable words in there that they have to use their strategic um skills that they've learned in K through2 and start applying them to these texts and they're going to gain a lot of knowledge. This is where they start to analyze the text, start to really think about what they're reading and

011how that applies to them so that then they can take those and later on apply them to later grades. >> Mr. President. >> Yes. >> Um the controlled and non-controlled. I think that's about the words being used in there, but it's not a terminology I'm familiar with. So if you could just explain that, I think that would be helpful. >> So controlled just means the words that are being used are words that kids can decode they've learned. So actually the back of every one of our books, if I would have brought one to show you, the back actually show exactly what patterns are in there. So for example, if kids haven't learned long vowels, you will not find a single long vowel in that text. It is very controlled with what is in there for

012the phonics patterns. Uncontrolled is considered like a trade book. So, a typical book you pick off a library shelf, you don't know what you're going to get. And I know as parents, like we go grab those books and we kind of say, "Oh, this looks about the right levelish for my kid." And then you get to a word and you're like, "Oh, you're supposed to read the word, even just something with a silent letter in it." You're like, "Okay, we haven't learned that yet." So, you just tell them. We really want to make sure that those first few years that they are focusing on the word so that they can apply that later. So that's the difference between controlled and uncontrolled. >> Thank you so much. >> All right. And then here is an example

013from a nth grade unit. The unit is titled um Love and Loss. And so in this unit, students would be reading Romeo and Juliet. They would probably be picking parts and acting it out since it's a drama and it's meant to be performed. Um but also with that, they would be reading two literary analysis arguments. Um on the left side of the screen um is kind of a description of the two literary analysis that they would read. On the right side on the top um would be an example from a student workbook. And in there um you can also see like on the left column it's actually some directions of what the students are supposed to be doing as they're reading it. And so it's telling them to annotate words or phrases that give clues

014to the author's claim about Romeo and Juliet. and also asking students to summarize the author's position. And then in the bottom right that is the analyze the text section. Um in this section students are asked to answer um critical highle critical thinking questions and you can see the skills that they're being asked to do. It's the first word there. So they're being asked to synthesize, compare, analyze and evaluate. And so when they're working through these questions, that can look different ways. It could be students working as a group to answer one or more questions and then sharing them out with the class, moving around the room and answering questions on large posters or at different stations or completing the answers individually and then partnering up with another student for collaboration. So much of our direct

015instruction is focused on non-fiction articles, short stories, poetry, and excerpts from longer texts. And this is done really intentionally throughout the resource for a few reasons. First, the science of learning has shown us the importance of a wide knowledge base um to build that background knowledge so that students have um some context for reading comprehension as a whole. Um there through these shorter excerpts there's offered a great opportunity to acquire that domain specific vocabulary and knowledge that can help students go deeper as they become more competent readers. Um it also allows us to have students synthesize a lot of information about different texts and how those pieces of works work together to show us something unique about the world that we live in. And one other benefit of having shorter works is if a student

016isn't super engaged in the work, we can teach close reading skills, teach how to persevere through that and then move on to something that maybe they would have more interest in. Um the works are pretty high interest, but you know, it's very hard to please every single teenager specifically in the room that you're in. And so kind of giving that those short excerpts gives kind of kids a flavor and also ask them to engage deeply. That being said though, um we do know that there's a lot of value in long reads. Um so in grades sixth through 10, in sixth, seventh, and eighth grade, they read The Giver in sixth grade, Brown Girl Dreaming in 7th, and then they read The Outsiders in 8th grade. And then through 9th through 11th grade, students have the

017option of one of two novels to read at each grade level. And then Romeo and Juliet is a core text that all ninth graders engage with. It's a pretty I mean, it's not a novel, but it is a Shakespearean play, and it it gives some stamina there. These works are used in with instructional purpose. Um they're asked to apply their skills and their stamina and background knowledge through thematic ways that they're learning throughout the units. [snorts] So next we're going to talk about the other side of um the ELA block is really the writing. We know that it works cohesively with the reading. Um we're going to talk about what that looks like for each grade band as well. So K2 the greatest time to see writers because you see so much growth and it's

018just so fun to see um it's the early emergent writers they are just doing you know simple drawings they start with we have our kindergarters truly they are just now at this point they are starting to write sentences before that it was really working with their drawings trying to express themselves through drawing something and then using their oral language to tell them what the story tell what the story was. They move through this drawing to then dictation where you know a teacher might tell them write this. We take it word by word and then eventually into early sentences which is where like I said most of our kindergarters are right now. Um we do all three genres when writing even starting in kindergarten. So they write narratives they write their opinion writings then they write

019informative and explanations. Um they also start at the beginning conventions. So we expect capital letters and periods and spaces right away at the beginning. We teach them just like reading. They're the foundation of writing. We want to make sure that they have them. And then the really we want to always make sure they're aware of their audience as well. So just who are they writing for, their teacher or their classmates. It is really that idea of quality over quantity is a big thing that we are focused on with K2. I know a lot of times kids especially I'm working with the first grade group right now and when we write they those kids that write a page and a half come up to you and they are so proud of it and there are times

020that you're like yep but you said the same thing over and over again. I had a kid today write about a habitat and he was like oh the desert is hot. It is really really hot. It is so hot there. It gets hot when the sun comes out. And I'm like, great. Guess what? He had a page and a half. He thought his was the best. I had another girl though write, "Predators hide in the bushes for their prey in the desert." I'm like, "One sentence, bam, girl had it." Like, so we're really working on that quality versus quantity at that K2 writing because we hope that then that builds when they start making more quantity. Three through five, they start developing more of a structure and purpose. So again, using those three different types

021of writing, they're still doing all of that, but they're starting to have more of the intro, the body, the conclusion in paragraph form versus one paragraph. They're also starting to bring in text evidence to support whether it's their opinion or whether it's to import to support the facts that they're giving. They go through that editing process as well as revising and they collaborate with their peers. Um, and then they start to synthesize, which we know will prepare them for the upper grades. Throughout all of this, we are still doing explicit teaching for this. We're modeling, we're showing them exemplars. Um, like I said today, even just taking those ones I did in the first grade room, we put them on the doc cam. Like, what do we notice about this one in first grade that's

022really strong, hoping that then they bring that back to their own revising and editing. But really, again, the big focus in the elementary world is that quality right now over the quantity. We don't ask for a certain number of sentences. We really look at the standard as in are they able to accomplish that standard, yes or no. The number of sentences is just dependent on how they do that. And then at the secondary level, um, writing emphasizes independence, depth, and complexity. Students engage with increasingly complex texts and apply higher level writing skills, including analyzing themes, evaluating ideas, synthesizing across multiple texts, and constructing wellsupported evidence-based arguments. >> Mr. President, >> Megan, >> um, so how long of papers are are students asked to write in high school? I mean, I'm sure it differs by class,

023but I was just wondering if there's >> Yeah. So, it depends on the prompt that they're given. Um, but for we're going to speak a little bit about the Romeo and Juliet analysis, and that Susie could probably speak more on the length of that one. Um, >> I I don't think know if they're necessarily assigned a length that it has to be, but an essay that would have an introduction, a body, a conclusion. Um, sometimes they might have tell them how many main points that they need to address or how many different evidence they would need. >> Yeah. Or how many different resources they need to bring in. So I I don't know if we have like set like it has to be two pages or four pages. >> Multi multiaragraphic. >> Yeah. Yep. >>

024And I was wasn't thinking there was a right or wrong answer to that. I was just wondering. >> Yep. >> So here's some prompts. Um like Bethany mentioned, we do a lot of prompt writing. Um that's what's expected on them on the forward assessment. So, um, we also know that's really the type of writing you do. Um, I think in the past we did a lot of narrative because kids like to write narratives, but when we think about as adults, like how many narratives do you really ever write in your life? There's not a lot. You typically are either taking notes when you're doing something or you're prompt writing, you're responding to something. So, we are really making that shift even in the early grades of having that prompt writing. So, we've kind of given

025you some samples. So, you can see right here I've put a couple pictures as well. So, for example, right now kindergarten's prompt that they had this last unit they were learning about cows and sheep and chickens. The prompt was students will write, draw, and verbalize an opinion about which farm animal would be the easiest to take care of. And so, kids wrote different ones. My favorite was, of course, that kids wanted a pig because it didn't need a bathtub. That was the one I heard multiple times. So, um, by second grade, then they are starting to collect, synthesize, and record information about insects. I think that's really important to see that word synthesize in second grade. I know um a lot of the times even when we say that to the teachers they're like it's

026a lot like but the kids can do it and so their prompt was to develop an opinion piece again. So we've got that opinion um about which insect would make the best neighbor and give at least two reasons to support that opinion. So I think that's like Susie was saying you might not necessarily get a full page. Some kids might. Some kids might have a paragraph. The big thing we're looking for is do they have two very valid reasons to support their opinion? And then by fourth grade, um, students use extensive notes and paraphrase to gather information and then use information to form their opinion. So purposely picked all opinion once you can kind of see that progression. Their prompt would be write an opinion about what type of person you would most want to

027be if you were living in the Middle Ages. And so again, that might be a multiaragraph one with multiple reasons. Um, and evidence to support that. This is really where they're starting to bring their notes and paraphrase what they've read versus just their opinion. And this is again where they take their reading, figure out how does it apply to themselves. >> Yep. And then that shift to ninth grade. Um speaking to the unit on love and loss, two students write a literary analysis explaining how the themes and ideas in Romeo and Juliet remain relevant today. Um this prompt adds rigor by shifting students from their personal opinion to deep literary analysis. Um students once again are working with complex text, synthesizing ideas from multiple sources, and then using that text evidence to support analytical claims.

028Sorry. Okay. So, another part that often I think gets forgotten about the literary literary side is the speaking and listening really that oral language is a big piece of literacy. Um, and that is our focus for K2. So, that foundation of oral language. We know how important it is for parents to be talking to their kids at home and having those conversations. And we know we can't replicate that, but we can definitely enhance that. So, we do that a lot through turn-in talks with partner sharing. Um we'll do coral or echo reading a lot of storytelling um and just asking and answering questions through morning meeting or more formal formal ways through the curriculum. This allows them to build their vocabulary as well as analyze and start to expand their sentence structure so that they

029are moving from that simple sentences to more the complex one. Um this is really seen a lot by teachers modeling um that scaffolding and really just continuing to encourage participation in that oral rehearsal. So we see a lot of that in K2. Once we've really established that foundation of oral language, we start to build in that three through five structured academic discussion. So this is where there's more accountable talk, use of text evidence. We'll see small groups, um, partners, book clubs, different ones having discussions, and this is where we really make sure that they are on topic, that they're using key vocabulary, restating questions. Um, K through five, just in general, anytime a kid answers a question with our curriculum, we do expect full sentences in response. And if a kid were to answer with

030a one word, we always say, "Oh, let's try that in a full sentence." Or we will model it and have them repeat it back because we know how valid that or how important that is and how much um that can really expand them in their daily language. We also will see kids have oral summaries and they really work on having questioning and comparing notes or ideas and clarifying if they are confused on something. So again, we do this through modeling with our teachers. We scaffold a ton. Um, and we really just give kids the why on why we do this because I think you know kids like Laura saying, especially those third through fifth graders, the minute you say right or answer in a full sentence, they're like, "But why?" So, we do tell them

031the why or we model that or when we have conversations, we also do that just so that it doesn't feel like it's we're just doing it to make you have to do it. It there is a reason behind it. And then for speaking and listening at the secondary level, students engage in a lot of collaborative discussions, debates, socratic seminars, um also lit circles where they're focusing on sharing their ideas and backing them up with evidence. Um and they also engage in active listening. All right. Then just some overall highlights of our language arts curriculum, K12. [clears throat] Um they provide instructional supports for teachers. So there's structured lessons to develop complex reading and writing skills um for all students. Um equity and access. So we've got access to diverse text scaffolds to ensure that all

032students can engage with grade level content. Um and then assessment and feedback. So there's formative checks planned throughout each lesson, unit assessments, and then data reports that guide instruction. And then we always like to just throw in a little data because we love to look at that. Um but how is it working? Um on the left hand side you'll see some longitudinal data. So that follows cohort. So for example that first line beneath the gray bar looks at our current first graders but it looks at where they started as kindergarteners in the winter. Um so you can see I think that says 48.9% of our students were low risk as kindergarteners last year in the winter. And that same cohort of kids this year as first graders are at up to 73.2. We're really testing

033my vision here. >> Um something like that. Um but what is exciting about that you can see very clearly on the far right hand side is the amount of growth that we've seen so far with the our new resource. And I think a really important point of emphasis is that bottom line from fifth to sixth grade. Um in the past we had we often saw a little bit of a dip when they went to the middle school. Um but this is one of the first years but that we've seen that increase of point or 6.9% of more students are proficient um in sixth grade than they were in fifth grade which is a huge celebration and I think speaks to the really hard work that our teachers are doing and that our students are doing.

034And then on the right hand side, this is an incomplete data set [clears throat] because our seventh and eighth graders are taking the growth measure this week and next week. But you can see um this is nonco this is so sixth graders at the beginning of the year is the top bar and then sixth graders middle of the year is the bottom bar. And so we can see um just within the half of year that we're moving kids on the better on the on the different side of that target line which is which is definitely the goal. And so we're really really proud of the work that our teachers are doing. We're proud of how hard our students are working. Um and it's really paying off. So I just wanted to give you a glimpse

035into that data and know that um you'll you'll get more of this as the data becomes more complete. >> Maria, >> thank you. Um thank you for the presentation. That was really good. I loved uh the data points. Quick question on fastbridge has a reading and I think there's another reading auto reading auto reading. Can you just I as a mom read getting those I always Yeah. Can you define those? >> Yes. A reading is more like the broad comprehension and so like it'll have vocabulary and context questions and things like that. Whereas auto reading is testing students automaticity with reading. So it's timed, it's quick. A-reading they have as much time as they want or need. A-reading it moves them through the questions very quickly so that we can see how automatic is it

036for students because what we know the more automatic it is the le the more cognitive load they can carry for comprehension and so that's kind of gives us an idea if students are struggling where does our focus need to be does it need to be with the phonics and decoding or do we need to work on some comprehension skills >> great and are we tracking the autumn >> yes we are and I can I can provide that data as well that would love to see that Um, for sure >> the thing that I overall I I love I love the direction that it's going and I realize reading is a is a tough one especially in in the digital age that we are in. Everything is getting shorter and shorter and more audio form and

037snippets and our attention span is going down and that I applaud you guys. That is a hard hill to continue to climb and get kids interested in reading. And so the you can see the creativity that goes into these curriculums to try and really build foundational skill sets and grow that across the um the the grade levels. My question and I guess slight concern is books. I feel like and this is not just us but just very broadly as community as a society we have pulled back on deep reading on the love of books. And when I think of kind of like when we were going through schools some of the things that we the books that we learned were introduced to us by our teachers who had a deep love of reading and said

038this might not be something you typically pick up but we're going to read it as a class and we're going to walk through this. This is a dense one. we're going to tackle it together. And I don't know how we start to do more of that or if there's an opportunity for that. But I I do see it even in my own kids's trajectory through the district. It it started out strong in elementary and then the books and the reading of books within the structured classroom setting has shifted more towards just the individual small snippets or trying to figure out and analyze. And I realize we're trying to teach skill sets and it's a balance and there's no there's no magic anything but just a reflection um from what I see. >> Yeah. And I

039think part of that like we are in year two of our curriculum implement implementation as well. And so that means that we're in the implement and refine and reflect. And so as we start doing that, we're constantly having conversations about like, do we need to do things that will will add something else into the curriculum that we're missing. And so I appreciate that point because it it is something that's so important in building that stamina and that love for books. And it's a it like you said, it is a balancing act because we can see if we go too far with like we're doing novels, there's a lot of kids who can hide behind that and not really dig deep into it. And so it is that balance and we are we are we will

040be having conversations about how is this working um what what else might we need um and things like that. So, I do appreciate that concern because it's something that um we think about um it's something that our teachers think think about and this is really um we've shifted we've done a lot of research on high quality instructional materials and how foundational it is to really you know we've seen as a as a country a dip in reading proficiency and so how do we respond to that and really looking at that high quality instructional resources that we have adopted and the research behind that and so that's what we're trying to balance right now and it's like you said it is challenging, but we are in those reflection stages as well where we're starting to have

041some of those conversations. >> I will say as well too, like I we still do battle the books, which also encourages a lot of kids to read. Um, with our [clears throat] elementary program being so knowledge based, one thing I can speak for as a parent, like kids are so excited about the different topics that then they are asking the media specialists for topics. Like I can say my second grader read about graphic or um read about ancient Greece, which I would have never pictured a second grader loving. like this year for Christmas he got a chapter book about the Greek gods and like every night he's sitting on his he's like mom today and I'm trying to pronounce these names and he knows them like left to right but I've noticed that too the

042librarians have said like oh we need to expand our collection because we have kids asking for things about this so that's the other thing we've been really working hard partnering with our media specialists at the elementary level of saying you know this grade is working on this can you lay out those books for them and really just figuring out how to get them to again like you said fall in love with that knowledge piece not just the reading because I think like Laura said, I have two other kids that very much hide behind books and you tell them to read a book and they open one up and they make it look like they're reading but they have no interest at all to actually get that information where I feel like now that he at

043least my son has this in he's starting these little dipsticks of learn about this like today he came home he yeah we learned about enslaved kids enslaved people today with Abraham Lincoln I want to learn more about that I'm going to go watch Brain like it was very much like wanting to learn more so I think that's the other thing of it that we sometimes assume like the love of reading has to come from a very fictional like story that we grew up with and I think kids are finding other ways around that too to still find that way around books. It's just giving them to them. Kate, >> as we're sitting here, I'm watching you guys and you're so excited about reading. And I honestly had a flashback to when I was a kid

044and how my teachers were talked about reading and that I loved read month is coming up and that was such an exciting month for me as a kid, which is really you just brought all that back. So, thank you. That's so exciting. >> It's so fun to have you teaching our kids. Thank you, >> uh, Erin. As you're talking here, I'm just um you're talking about these older books and these older things that these kids really like to see. And I get a little concerned thinking maybe kind of on the same line as Maria about the books and the content in the books. And I can't help think like as kids come across like an old letter in a book, can they even read it? Do we are we teaching cursive on any level that

045they would be able to comprehend that um even style of writing? And so I'm just wondering if there's room in here to even >> talk about potentially putting cursive writing back into the curriculum somewhere >> is a great question. I will say some teachers right now it's very much like teacher dependent. We do have part of our curriculum has like a supplemental part where um teachers will use it as like morning work um >> to for those kids that want to because we also know some kids that struggle with handwriting. Cursive is also just a really good way for them to get their ideas across and more fluently than um printing, but um it's not explicitly right now said to be taught anywhere specifically. Um a lot of like the older letters, for example, I

046know I've seen are they're more of like a italicized font. They aren't usually typically written in the way that they see them, which would be cursive. Um because yeah, I think they do make them more challenging to read, but they're not in focus. And reminder too, like we're very new in the curriculum and it's it's vast the amount of resources that teachers have to pull from. And so right now we kind of have this foundational list like this is what we need to do is set our priorities. Um but as we move through the curriculum improvement process, like I said before, there is that space for reflect and refine. And so as things come up or if we if it needs to be addressed, like there is space in the process to do that. I

047think it's great how enthusiastic you all are about reading and thank you very much for being that way because that's what it takes to be good readers later on. I feel like you have to have the good teacher to do it and you guys all seem like you're doing a fantastic job. So, thank you very much for your work in that. >> Yeah, you'll never hear us tire about hearing uh test or uh you know people improving their skills going from fifth grade to sixth grade. So no matter the topic believe that's we key in on that and that's why Megan was applauding but uh um can't say enough about that. So great job on that and uh you know I love the part about the you know expressing through ideas in the K K

048to2 you know you see the words coming in and the sentence structure coming in. I could spend hours in the hallways of our elementaryaries just looking. So so uh you know I've heard that some people say we don't have the tax strips we used to have with the remodeled schools. I'm all in favor of more tax strips and you know Nick can Nick can fight me on that but um because that is just amazing to go through. I remember even when my kids were young and they'd be picking them up from school and they let's go let's go and I'm like I want to hit the first grade hallway, you know. So, [laughter] but thank you for the presentation. Awesome. Awesome job. >> Anybody else? >> Okay. >> Thank you. Uh moving next to Market

049and Johnson action item. >> Yeah, this is just a pay application that came in a little bit late. Didn't make the uh regular January meeting. So this is um Bonnie has signed off on this. They verified that we have all the receipts. Everything's been signed off. So we just need a motion as written in the document there. >> Mr. President >> Brian, >> I'd like to make a motion that the chief financial and operations officer be authorized to pay bills in the amount of $230,42.84. >> Thank you, Brian. Do I have a second? >> Second from Maria. All those in favor say I. >> I. All those opposed say nay. Motion passes. Moving next to personal hires changes and Aaron uh and >> Andrea. Yeah. Um so this time of year we start having uh

050repeated during both work sessions as well as regular board meetings the personnel packs. So consistent with that um from prior years we have a recommendation um to move forward with this personnel pack. Please >> motion. Do I have a motion to approve? >> Mr. President, I make a motion to move forward with the personnel pack as presented today on January 26, 2026. Do I have a second? >> Second for Megan. All those in favor say I. I. >> All those opposed say nay. Hearing none. Motion passes. Moving next to uh the monthly budget update with Dave and welcome Dave. >> Thank you. Uh my name is Dave Gerbering. I'm assistant director of finance. Uh and I'll walk through the budget update with you. This uh is through December, the second quarter of the fiscal year.

051Uh this is in the same format as every month. You can see we start with the funds. The second page as that in graphical form for the general fund and then the expenditures by major object which are also on the next page. Uh after that it's broken into more detail and there's also revenues uh by fund and in detail for fun. Uh the last page, the general fund expense variances. Um this is in essentially the same format as in prior prior meetings. Uh I looked at this the the convention with the asterisks um is a little confusing. I know I tried to explain a little bit more. Uh at the bottom you can see the little notes with the asterisks uh and one for each column because sometimes they're different. it's not consistent between the

052percentage and the dollar value. Uh so I put a little blurb there underneath the construction uh two items and then the asterisks explanation. Uh but generally most of these still have some um ongoing variants. There's three new ones. Uh gas for heat instructional payment to private vendors uh and district dues and fees. Um a lot of these do fluctuate based on timing from year to year. Uh some of these will remain though um going forward I would expect. For instance the dues and fees the bottom one in the first section the 941 dues and fees that there was a significantly higher fee associated with the sale of the district office property. And so that's where that's coded. um that's why that's causing that to show up in the variance report. Uh and then the two

053below uh largely related the variance is largely related to construction. So again similar format I expanded it a little bit just to try to make it more clear for people what they're seeing. Um and that's that's through December. I would say if you look at um H3 the expenses by major object for fun 10 you can see the biggest budgets salaries and fringe for instance uh those are very consistent percentage-wise it's right after the charts Tim so those top couple those big budget areas very consistent year-over-year I think as you look at the budget in general um I would say we're on pace the the construction side is is kind of the big variance uh from from prior years. So, any questions, >> Mr. President? >> Yes, Kate. >> Have we seen a lot of

054changes um with snow removal or heat? Any big changes from last year to this year? >> Uh I think we're still I don't know that we've received all the invoices for snow removal to date. >> Uh the heating As I looked at it in advance of the meeting, it looks like there's also some invoice timing. Um, but also uh usage is up a bit, I would say. >> Thank you. >> No other questions? Thank you, Dave. Uh, moving on to uh the um overnight travel proposal. Shannon. >> Yep. So, what you're seeing here, um, I brought this to you in December to to approve our fall and winter overnight. Um, if you if you look at the graph, the blue is what we're looking for um for spring uh for approval at the next meeting.

055And just a reminder, we ask for the overnight track overnight tracking um approval for those activities and andor um athletics that could be multi multiple day events. They might have early check-ins um or they might just have same day travel be unrealistic for these activities. So, this is just your first look. And again, you'll be looking at the blue for approval for what we're going to be looking at for the spring. Kate, >> I am wondering, I know we've talked as a board about overnight travel and wanting to have two staff members there. Um, is that something that is a consistent policy that we have two staff as opposed to one going down with a group of students? >> Yes, we we have more than more than one. And in in everything that I've looked

056at from the past, we also have multiple chaperones, too. Okay, very good. Thank you. >> There are no other questions. Moving to school age care with Tracy. >> Yeah, I just have I have one that's a separate I mean it's overnight travel, but it's also one that No, it's okay. I want to just propose this for you to look at. It's it's international travel. So, we need to look we need to have you have eyes on this a year before the trip. So, this is a a proposal for choir 11th and 12th graders for March of 2027. So, I'll just give you um maybe just a couple little highlights just the connection um to the strategic plan, the vision um that the Hudson Hudson School District empowers all students to cultivate their talents, embrace their

057passions, and leverage their learning to impact the world around them. Highlights for this trip um include eight days, two travel days and then six learning days and performing days. Um they will be performing if approved at two venues that have historical and cultural importance. They would also participate in a workshop day with the Irish Institute of Music and Song. And then they will also have um other other um educational and culture experiences in Ireland. And then one thing that I thought was kind of neat, they would have a homecoming performance as well. So it will kind of encompass three or four performances in kind of a short time as well as their learning over there, too. >> Mr. President >> Megan, >> this looks like an awesome trip and I couldn't help but notice they'll

058be there for St. Patty's Day. So, you know, how exciting this this >> extra culture >> like a great opportunity [laughter] for students to travel around Ireland >> and everything that I've learned about the trips that they've done in the past have been really, you know, kind of life-changing for the students and really good experiences for for um the the chaperons too. >> Yeah. like like pri previous years where you'll keep us informed on uh issues with travel concerns and insurance and so our parents don't get put in a spot. Um I know we've learned some lessons years ago. So that's been pretty smooth the last few years I believe but uh >> just feel like you have to say it. >> Yes, we'll do. >> Kate, >> um do does the choir do it

059consistently? Is it every other year? >> You know, I'm not sure. Maybe Nick knows that, but I think with 11th and 12th graders, >> third year. >> Okay, it's been three years. Okay, >> Shannon, I'm just curious how many um how what's the dollar amount like or percentage that gets covered? I'm reading in here that there's plans for fundraising. >> Yes. Like, so if it says the trip is, let's just say $3,500 a student, like does most of that do you think get covered or maybe half? >> Well, I asked that and historically it's been about $500 per >> Yeah. >> is what it goes towards >> per student. >> Okay. Thank you. >> Have nothing else. Thank you, Shannon. >> Thank you. [clears throat] >> Now with Tracy with the school age care fees.

060>> Sure. It's that time of the year to look at the 2026 2027 school year and um set our um school age care fees um for this coming summer and then into next year. And the reason we come so early to the board is because we want this information in place as we start registration for 4K kindergarten and um and then we start summer registration um in March as well. So, um the information here um over the past several years we've been um slowly increasing um the cost um trying to um look at what's what are the comparables in the community and also what's comparable to other school age care programs. So, we look at all of that information. Um, and we're we're fairly consistent as far as um a little bit higher than most

061of our counterpart school counterparts in the area. Um, slightly lower in some cases to our community partners. Um, but not not all situations. So, we're right in the ballpark where we should be. Um, and and trying to to continue to increase to cover our costs because we're funded, so we we expect to break even on school age care. Um, but also not to um increase the fee to a point where um our families can't afford it. And as is noted here, families who qualify for free or reduced meals do get um a reduced rate. Um and we also um you know, looking at data, we have very few families who need to be put on like a a payment plan. So, if I'm a family that doesn't qualify for free and reduced and I'm still

062having a hard time making um ends meet, we do work with all families to make sure that they can continue to participate. And this this is just for your information and then we'll bring it back to the board in February for actual action on it. >> Megan, >> Mr. President. Um I I think you've done a great job of keeping the costs increases minimal, Tracy. Um and I as a parent who uses after school care and a kindergartener who's just so pumped to do summer age care this year that does not want to go to Camp St. Croy, but wants to do it through the school instead. Um it's just a great program. You have great staff. Is it breaking even right now? How how is it looking generally? >> So, we're on track to

063break even. And school age care typically does. Um it's when you look at fund 80 um it's it's community ed um that is probably your your um expenses that don't always meet revenue. So, um that's why we we do the levy within community or in within fund 80. That's part of it. Um but school age care usually does fine. We had a couple of years during or just primarily during COVID when we continued to pay staff and because we we don't have revenue unless we have people using the service um that put us in a hole. But we we dug out of that hole fairly quickly in Bundat. And we also have put um a greater emphasis over certainly the last year um and starting with summer moving away from supplies and materials. Not that

064we don't I mean we still have plenty of supplies and materials but um choosing to put that into staffing and making sure that our um uh child to staff ratios are kept in in a good um a good area. >> Mr. President >> Kate, >> can you explain to me um like what session rate is or how many hours 4K before and after? >> Sure. So, uh, what a session rate means is I, as a as a parent, I can choose to use the morning session and that's, um, so we open at 6 6:00 a.m. and we go until 6:00 p.m. So, in the morning, that session would start at 6:00 a.m. and go to the start of the school day. As a family, I may start at 7. I may start at 8:00. It's

065all the the same. Okay? >> So, we're not doing an hourly rate um for any of these. And so, um, the reason the, excuse me, the wrap care, um, session rate, that 550 is lower, it's because they're also using the full [clears throat] day care. So, if I'm in wrap care and I'm paying the full day rate. Um, so we just give those families an additional reduced rate if they're having to use morning or andor the afternoon before and after school care. >> Okay. Um just again to keep costs reasonable for families. >> Thank you. >> And uh that the hourly rate that kind of thing went away a long time ago, didn't there? >> We haven't had an hourly rate for a long long time. And then in the summer what we do is

066um there is that uh reduced rate if if you're scheduling for the whole summer. So that 40 plus days um versus um like a drop in rate. and the drop in rates. The reason we have drop in rates as high as we do um we we encourage families to choose days so that excuse [clears throat] me we can um schedule staff accordingly. So it's it's hard when we have dropins um to make sure that we have the correct staff for the number of kids that are on site. >> Another question. Thank you Tracy. Uh, next up is disposition of Holton and Willow River elementary buildings. Nick. >> Yep. So, um, you guys have not talked about this. We haven't had any discussion about it since [snorts] I believe it was November meeting when you guys

067talked about last. Um, I have people reaching out to me, uh, realtors that are reaching out to me. Um, I just I need to know what you would like me to do. Oh, sorry. >> Start over. Um, so, uh, we have not talked about this since the November meeting. Um, but I am now because you guys made the decision to close the the two buildings, I'm having, uh, people reach out to me with interest in the buildings, whether they want to tour them, put in offers on them, uh, or what what the process is. You know, as of right now, I said the board has not made any decisions, um, on what what the disposition of the buildings are going to be, but I just I need to know. I need some level of direction

068from the board as to how you would like me to handle uh these inquiries moving forward. Uh because as of right now, I've just said um I I've not been given any direction at this point. So that we don't currently have any buildings for sale. So um did have uh you know anticipating that one realator said they were planning on sending an offer in, an unsolicited offer in for one of the buildings. and I said, "Well, uh, you can send it in, but I don't I don't have any direction to do anything with it." So, I thought, uh, add it to the agenda to say, "Is there any discussion you'd like to have? What would you like me to do?" >> So, I guess I would open it up, >> Mr. President. Erin, >> um

069I believe last week kind of left off, we did talk about this briefly after November and we talked about whether Willow was actually labeled as a historic site or not and I believe it was Yes. Well, it's labeled. It's not actually a landmark registry. We didn't that is that confirmed? >> I could not find it listed on any of the state registries. >> Okay. So all options are on the table then with that building. Okay. Yep. >> So there's no restrictions and um yeah that's I just wanted to make sure that there were no restrictions that we actually did figure that one out. >> Okay. No one else was reaching I thought um so something I was thinking about if if that's if that's the case if you're having unsolicited offers and obviously we need

070to do everything above board and um you know if we get an offer the question is should we look at the offer do we then have to put it out for bids? Do we you know have we talked to legal counsel on that? Um just for moving forward um I said I think our our focus as a board right now is the transition of you know moving forward with boundary districts but if we if we do have unsolicited offers coming through we should have a plan. >> Mr. President Megan >> I agree. I mean, it took a long time to sell the district office and UYU has been >> on >> for sale and in in process for a while. Um, you know, if I would hate for us to miss an opportunity to sell

071the buildings for a good price, which will benefit our taxpayers if we don't move at the right time. So, um, that's that's my comment at this moment. [laughter] kind of petered out at the end there. >> Kate, >> I I agree with Megan. Um but I'm wondering how we move forward with that in a way that is um safe for our kids that are there and if we need to consult with our attorney on how that process works. >> Yeah. So I can uh it was on the uh the November 10th meeting is when was the last time we talked about this as a board. You talked about it. Brian Zeller came and talked to the board about the different options you could go through whether it be um listing the building with a listing

072agent, whether it be um doing sealed bids on buildings, you know, what it what exactly you wanted to do. Uh and then you did go into close session um to talk about valuations uh which is totally within the realm of what the buildings may uh be worth and in his professional opinion. Um and so now we're we're kind of at that point where um what I will have to do if if we got an unsolicited offer um which I don't I mean there's a real estate person telling me there's one coming. I have to find out from our attorney what do I even do with that because the one thing you have to make sure that you do related to uh buildings is that everybody has an opportunity to buy the public property and the

073board will have to take official action for the sale of the public property. So um I just need to know do you want me to uh start looking at potentially listing these buildings? Do you want me to wait and see get you know get feedback from our attorney first? Um, >> Brian, >> thanks, Mr. President. Um, Nick, to to that question, one, I agree with with Megan and Kate that I think it's we should kind of start the process. Um, I think both. I think probably talk to the attorney and come back with what are what do our options look like for listing the buildings. Um, you know, Kate talked about making sure it's a safe process and it's open to the community that they're aware of where we are, but I think um we

074don't want to miss out um on a potential buyer that can benefit our taxpayers. Um that doesn't mean it'll happen fast, but um I think there's no reason to not get started. >> Mr. that I um I would support um similar to Kate, Brian, Megan, moving forward, I think you will path it, have a conversation with the attorneys, figure out what what happens if you get an unsolicited bid, um and start the process for listing and see what happens. Given the trajectory that happened with the district office, where we still are with the UYU property, I think it's it's okay to keep moving forward and where we are in the transition point where potentially moving to a point where it is completely within the administration's, you know, figuring out the the staffing and stuff. So,

075I think the transition point is is okay to start opening that focus. >> Mr. President >> um one comment and a question in terms of like sealed bid or non-sealed bid. I I lean towards nonsealed bids if I understand these concepts fully. I mean I think it seems like it would be better if the community was able to see what what the bids are. But I don't I don't know if that puts us at a disadvantage in terms of selling the property. So anyway, I don't have a strong feeling about it yet. Um >> yeah, so a sealed bid, what it is is you would set a date. You would say January 26th by 5:00 p.m. any and all bids are due to purchase this property. And the sealed part is just nobody gets to

076know how anybody else bid and they're all open publicly and everybody gets to see what the bids are. >> Okay. Um, but it's just, you know, you open them up and it goes to the highest bidder unless you have a reserve that's that's put into place. Um, you know, that's one option. The other option is what we've done with um so we we did that somewhat with UYU. We said, give us proposals and then said to the board, here are different proposals. Which ones do you want to entertain? Uh, with the district office, we listed with the broker. um because it was more of a building type of thing versus something that everybody can get the information purely online. Um, I think the other the other piece that's important is, you know, as we start

077to uh if offers come in, and I don't know if they will, but within like a week of you guys making a decision on the building, and that was part of the reason why I brought it up back in November was people are already starting to reach out, what's your long-term plan? And at that time in November, the board said, "We're not going to, you know, we're going to push this off a little bit." Um, but now people are knocking on the door again wanting to know what's your plan. And so, um, that's that's why I bring it up bring it up again. So, I guess what I'm getting from you guys is the marching orders will be I will talk to our attorney. Uh, and so I make sure that we are following kind

078of all the letter of the law as it relates to the property, find out exactly what what the board needs to take action on and how that works. um you know competitively you're able to go into close session to talk about pricing to talk about you know anything that's going to be in the bargaining piece of it but very much in the open session is um the conversation about the sale of the property moving forward with the sale of the property and things along those lines that all has to be done in in an open meeting and so and then I can also get if you want um yeah I can get pricing related to um broker ers, you know, and Brian talked about it at the November 10th meeting. Um, you know, they can

079be for sale by owner, I guess. Um, we're not we would need somebody to walk us through what the value of these buildings are. This isn't that's not something we do. Um, but I mean obviously our attorneys can handle uh contracts and everything along those lines, but um as far as when at least when you use a broker and this was like at the district office, they kind of handle they kind of handle everything. I guess Tim had to, you know, do some tours on occasion, but um they kind of have their own they do they handle it on their own. I think the Yuyu property, you know, we listed it numerous times over the years >> before I was here and and you know, and didn't get much in was the make a proposal

080kind of option is what got some movement on it. >> So, you know, and and again, that's that's buildable land versus an actual building, >> but certainly certainly >> more similar in that it's not an office building like the district office was. That's very tight. And as far as use, >> so One other thing, you know, mentioning the broker versus not. One of my questions is how much time it would this take of yours, Bonnie's other uh district leadership while we're working on the transition because I I think it's important that this doesn't detract from your ability and others on the leadership team from working on that. So, it sounds like a broker is the way to go to in that way then. >> I I I mean, they're the ones that do this for

081a living, you know? I mean, there's there's a reason that, you know, most people don't sell their house by owner. Most people use realtors and stuff like that. Um, you know, if we go with a broker, there's it's not a time suck for us. I mean, there's a little bit of time uh involved with it, but it's it's not a huge huge amount of time. It's just really waiting. Um, as they walk people through, we would put parameters if we did end up going with the broker when you could walk people through. It would be outside of school hours, outside of school time, things along those lines because obviously somebody'd want to see the inside of the facility if they're looking at wanting to make an offer on it. Um, that's why I was a

082little shocked when the latest, you know, call came in that there may be an unsolicited offer coming in. I'm thinking we haven't we haven't shown the building to anybody. So, unless they've been in there on their own. Um, yeah. I think it'd be helpful to get some pricing on brokers and get that structure and what that process looks like. Um, my sense, um, I agree with Megan. I think making sure your time and other administrators can remain focused on what this transition looks like so that it's a smooth and good transition as we lead into the 2627 school year. And also frankly reserving the right to push the pause button if we need to. If it just like if the prevailing headwinds come about and say no uh it wasn't as good of a time

083as we thought. We we could press the pause button if we needed to at any time. >> Absolutely. >> And first and then Erin. Sorry. >> Just just one thought not necessarily for this point in the process but something that came to mind. You know, back in November, we talked a lot about making sure that the communities um that have gone to school and worked in those buildings had an opportunity to properly, you know, close them out and um celebrate them and just making sure with the timing, not that we would, >> you know, close the day after school ends, but making sure there's time for the garden club at Holton and moving the bell and >> we talked about playgrounds and all of those things. just not not Russia closing date. >> Tracy can

084probably speak to that. She's working on that as part of the transition. >> Yes. Uh I've been meeting with the elementary principles and the elementary principles have been meeting with parent groups. So um starting to put together a plan. There will be um a community um celebration at both of the buildings um May 31st time and all of that and all of what's going to take place is to be determined. Um, we're also working with, like you had mentioned, the Holton Garden Club, um, to, um, figure out all of all of the things that they have been doing and how they can continue to work with the kids this school year and how that can carry over into uh, into the other school sites. So, that's all in process. Um, and then just so you

085so school age care will be operating out of Willow over the summer. So that that'll allow um the other buildings to start all of their movement and all that needs to be done. Be we're a large group. We we take up a big portion of a building. So um this will be actually very nice for us this summer that we can keep school age care at that site and then um allow the space needed for all of the other things that need to take place over summer. So it's not like on June 30th everything closes down. Um, I mean, financially, I'm, you know, I'm not sure what the best option here is, and I'm trying to be real sensitive about this. Um, it it wasn't my understanding until just hearing you guys talk that selling

086is apparently the only option that this board is willing to entertain. And I'm just curious if there's been any community suggestions that we would want to consider as a board that maybe have been thrown out there or maybe we just haven't opened up the opportunity to hear from our community on even what they would like to see. Uh I would maybe I would like to suggest putting a survey or some sort of options out there where people could just simply make some suggestions. So, we have something else to consider other than selling. Not that that won't be the outcome, but just to have that piece in place. >> Kate, >> the wording there bothers me a little bit because it says the board is not willing to consider that. And I I can see where

087your question is. Um, I think the the reframe might be would the board be willing to consider that and perhaps provide an idea for what that looks like. >> Guess I just wasn't under the understanding that that's what we were discussing is only >> that's why we're discussing. >> Yeah. Right. Which is why I'm bringing it up. I think a frame of a question would be better than a we're not willing to. Okay. So, is the would the board would anyone else on the board be willing to entertain that? >> Megan, >> can I ask you a question? Um, so when you mean what the community would want to do with it >> in in your mind, does that mean the school district still owns the building and it's renting the space out? I guess

088I'm not really sure what >> possibly >> what you're thinking. >> Um, I I don't I don't know. I'm just looking I just want to make sure that we're exploring the options. That's really it. Um, that's why I started off saying financially I get that selling it might be the best option. I'm not arguing that. I'm not debating that. I'm just leaving a little space there. If there's maybe a really cool opportunity, I get that they're not schools, you know, passed this year. I'm not trying to push anything like that, but I'm just wondering if there's a really neat opportunity that's maybe right here. Maybe our administration has some suggestions. Maybe there's a group of teachers that has suggestions or just somebody in the community that would have something that we could utilize one of

089those spaces potentially for. Just just an opportunity to leave space for it. That's all I was asking. I think um you know I've I've talked about this a little bit kind of just because this happened to my you know high school where I grew up was converted to apartments and and I know of other schools that were converted to community space uh you know library a senior center things like that. Um you know that's kind of up to the municipality. Um, I know I think there was talk about when the library was uh looking at their space when the police were going to move out that they were kind of like, do we even want to be here? Should we be looking for something else? And it and I don't think I think they were,

090you know, at least kind of just thinking about maybe what what would happen with that. It's kind of up to the municipality to drive that too. I mean, they any entity would have the opportunity to bid on on on the buildings if we put them up for sale or list them. So, uh I'm not opposed to I don't I don't know, you know, school districts usually aren't landlords. So, but you know, there I'm not saying there haven't been, you know, a communal or or a you know, a combination use of space. Yeah. So I I don't you know I'm not opposed to if somebody wants to come forward with you know but again it has to make sense for us of the value of the building and to the to the responsibility to the taxpayer.

091>> I fully agree with that. Fully agree with that. Just wanted to like just looking like can we just open that space to see if anything really neat comes forward before we Yeah. I mean, and keep working towards getting bids and, you know, all that kind of stuff worked out over here if that's what the ultimate decision is. But I think it would be nice to just leave that space there. >> Yeah. I don't know that anybody was expecting we'd be having, you know, a lot of people saying an unsolicited offer, you know, um I was, you know, schools, I mean, as you know, sometimes they sit, right? Sometimes they they can't be if there's not a a use or so. But anyway, yeah. Okay. >> Is there a way online, Tracy, that people could

092maybe bring forth ideas that they might have? >> We certainly could set that up as a Google form and people could submit their ideas. That that's easy enough to do. >> And maybe we could have a deadline that would coincide with you finding those answers out, Nick, so that we could talk about it together. Yep. >> One. >> So, just Oh, you go ahead. Sorry, Maria. >> Um, as I'm listening to the conversation, I guess, um, as I reflect on the decision to close the schools was one of saying we are no longer operating these buildings. We're putting forth, I think, a little unexpected because of this prompt and offer to say we're opening this process up to accept bids. I think I'm a little concerned about putting a survey online that then I I

093think the wording has to be really careful. I I on how that's bid. Um, I'm not quite I'm not I would be concerned somebody would think we're open to holding these buildings and maintaining them for another use. And that's not my lens in this conversation. I don't know. I guess my question would be for the others. >> I'm sorry. You didn't say the form is not for soliciting bids. >> Correct. I'm not No, no, no. I'm just Yes. I'm concerned about the idea of people thinking now this is idea generation and the the school district is open to keeping these buildings and using them in another way and we're going to create idea generation. >> I think >> the thing with that is honestly is that the reason these buildings are being closed yes is

094because of the expense of keeping them in the future maintenance. So we can't set ourselves up where we're using again more taxpayer money. >> That's exactly what I'm saying. Yes, you and I are in alignment there. I just I want to confirm. So, I I I guess I'm struggling with the idea of a survey and setting up mis expectations of what that is and what the Google form is and what we're what we're opening up. I wonder we're having this conversation right now in a public space making it known. We're opening, we're moving towards the idea of um posting these up for sale. That's a signal to the community. Come with your ideas. If you have a bid and you want to purchase that for some creative thing, you could make a bid. I think

095it would be worth maybe an outreach to the city of Hudson or town of St. Joe to give them a heads up and say if you have an idea, you know, or there just so you know, this is where we're moving and if there was something you were interested in purchasing those buildings for, that's a viable option as well. Those feel like we're doing we're opening that door in that regard. That's just my lens. >> So, three people are have their fans on the button. Who wants to go first? Erin, >> and I'm okay with that. We part of that of that discussion was the sell potential of you know what these would be used for who would be buying these buildings and so I don't mind that approach to it and I agree we

096do need to be careful because it's not like idea land like hey let's build a gymnasium in here we already have a gymnasium you know I mean [clears throat] I I can understand that I just want to make sure that we're >> opening that space >> somehow Megan, >> I was just going to say from what I've seen or read about in other communities that have repurposed uh schools, it's generally been another entity, like governmental entity that has purchased it. You know, like maybe the county purchases it and makes it into a senior center. So, if we're going to do outreach, I' i'd add the county to the list just to let them know. Um, but I think that's a great >> um, so I see what you're saying because generally like the school district

097wouldn't run a senior center, but I I I'm not just thinking the highest bidder is is the most important thing inherently in this. Of course, we want to get what we can for taxpayers, but we also it's important what it would add to a community and be as a neighbor for people as well. Exactly. Exactly. Thank you for saying that, >> Ryan. >> Yeah. I just want to echo the the mostly Maria's comments that I I'm really hesitant to misaligning expectations out there with a survey that um you know, we're looking for ideas. Send us your ideas. I you know we we went through a process four months ago to make the hard decision to close these buildings acknowledging that we're we're shrinking as a district and bringing on being a landlord um this you

098know doing those things are it can't be what we're doing. We have to focus on um an excellent educational experience for our students. So I I would be hesitant to kind of an open-ended what do you think we should do with them? I to me it's no longer owning the buildings. I want to make sure that we solicit bids, that folks know it's out there, that there are creative ideas. You know, the dream scenario is the city of Hudson wants to buy it for a good market value and turn it into a community center or something, right? I don't know if that's possible, but um we can't run a community center or um continue to to hold on to that to the liability of those two buildings. >> Okay. Anyone else? >> I I I

099don't really have any direction. [laughter] >> You couldn't uh >> So, are we to hold off on any type of community feedback form on the website? Are we not to hold off? I right now the direction that I have that I feel really confident on is to talk with our attorney about the different paths forward and also get some background on um if we're going to list the buildings you know with the broker but I don't as far as this um and then I also have reaching out to the city of Hudson Town of St. Joe and the St. Croy County. Uh just to let them know we're going to have these two buildings. Um do they have any desire to own them? >> To Nick, just to build on Nick's questions. Um I mean

100what do you want on the website to kind of what you're saying, what Maria is saying, what Brian, what's several of you have said now. Um, is there something that you do want on the website to say that this is this is something we are doing as a district and if people are interested in >> doing something, this is what where they need to go. >> My my suggestion is nothing goes on the website right now. We've had a discussion in open session. It is livereamed. people are aware we're moving forward and if and when we need to put something on the website formally, we would do that at a later date. But I'm not suggesting >> revisit this maybe after we get information and report back from Nick. >> Yeah. And Nick, I was

101going to add to to the list you laid out. I wonder if it makes sense when you're talking to potential brokers for ideas on you know connecting with I don't know the term non-traditional buyers. um to to make sure that there's, you know, community organizations know that these these opportunities are there. Um I'm sure with their vast experience, they've dealt with similar situations. Okay. Okay. Is that enough? >> I think so. >> Okay. Um, moving on to um, oh, with disposition um, we did receive a letter from the town of St. Joe and one of the one of their one of their asks was we have the historical bell there and they would hope that they would retain the bell. Um, I I don't think I can open it up, but I don't think anybody

102would have a problem with saying that bell was uh property of the that that uh school before it was part of the Hudson district. If anyone have any issue with donating that bell to the town of St. Joe? >> None. I think it's appropriate actually. >> Okay. I just think we should probably uh you know we can craft a a email or a letter to to Teresa because I I have heard a couple people ask about that >> and that's again if the sale goes through and all that kind of stuff. Um then moving on to uh elementary boundaries. how you get the >> convention. >> What? Oh, convention. Oh, that's right. Sorry. That's what I was. So, we had the state uh the uh association of schoolboard conventions down in Milwaukee. It's yearly. Um

103there was good turnout this year uh that has people from all 421 districts or whatever in the state. Um there is a there is a you know sessions uh to attend for board members or administration. Uh we had a good number of board members down there and some administration as well. And uh one of the things um that I wanted to bring up is uh they have a legislative assembly where uh I serve on the uh policy resolutions committee for uh WASBY and that is u different school districts bring back policy resolutions which they uh talk about we vote on that moves forward to the general assembly where you have a room full of 400 and some people um voting on them making amendments deciding which to push through uh and become part of their

104lobbying effort, which they then uh go to Madison and and really push hard for. And uh Brian was first first legislative assembly as a as a what do you call it? A >> person [clears throat] a delegate. Yes. Yes. I was one so long ago I choose not to remember what it's called. Yes. But um this was a really interesting one and Brian may say it wasn't that interesting but um I I did attend as well even though I wasn't a delegate because I was part of the committee and um there was an emergency resolution and uh everybody's like what's that? It doesn't happen often. Uh but uh one committee member uh from a very small school district Wisconsin Heights over by Blue Earth or Black Earth Wisconsin on the east side rural 219 kids

105in their high school. uh he was very adamant that because of the 40 uh the the special ed funding boost we were supposed to get this year you know going 42 for the first year and 45% for the second year uh we all made our budgetary decisions we were looking at that after that the legislature pulled that back and said nope you're getting 35%. So he made an emergency resolution which we we voted on and approved and it went to the assembly and got ex got accepted by a wide margin and that was to have all all 400 districts you know have a bigger voice showing our our displeasure with you know how [clears throat] that happened. fact that it happened after after our resolution opportunities were kind of late in the year kind of

106throws our budgeting off and many districts, you know, have to realign, you know, as as a result and just to have a bigger unified voice in Madison that this was was not okay and and we need to uh push to have them um fulfill their obligation that they that they approved. And so I'll I'll ask Brian put him on the spot because uh he was there for that. >> It was a great experience, Mr. President, and I look forward to Maria or Aaron next year having their first opportunity to be a delegate. Um but yeah it the you know one the the guy from Wisconsin Heights not only is it a small district he's a small person and he was visibly like excited when it [laughter] I was sitting behind him and he was like

107when you saw the vote go up on the screen it passed like I don't know 90% of the district voted yes. One one reflection I had on that experience and maybe we can think about this next year when we have our two to three hour discussion of our our thought of the >> the proposals. Nick will call the question. >> Um but but in all seriousness it >> you know I think that that body I think WASBY needs more focus when they're going to the legislature. We have a the funding problem is significant and you know the special ed going from 42% to 35% you know due to bad estimates or whatever the reason is not having enough money is a problem for school districts it we're we're bringing in what what's the difference Nick

108do you know off the top of your head is it a millionish dollars? Yeah, I mean we could >> uh with the the change in the last three months, we could be looking at another million dollar difference um $800 to a million dollar deficit. So >> yeah, and it, you know, we're we're trying to make plans and um, you know, deliver excellent educational experiences and it's hard to do that when, you know, the state's supposed to be our rock with this stuff. And um so just you know reflecting on that you know there's things like school meals and um I don't know some of the other technical proposals they sound great but but pushing that organiz organization to really zero in on fixing the funding formula bringing funding up to districts [snorts] um which has

109the result of possibly reducing property taxes for our property taxpayers um really needs to be the focus of that organization. You know, I wanted to bring it up too because you know, we've been asked by our community, what have you guys done down in Madison to to get these changes to fix the funding formula and um you know, we besides the legislative uh session down in Madison that some of the board members went to, which is happens every two years, so not this year, but next year will be another opportunity. Um so when you say when you hear like, well, they were at a convention, what does that mean? Well, I mean it it's it's camaraderie with other goods learning from other board members from other other districts. It's the sessions. A lot of them

110are really good. I I love the AI ones I went to. Um I like Heather Logan used to go to. I try and avoid the finance ones because uh yeah, but um but uh that I will just say that that's an example of us us trying to have a voice and us trying to have to to you know give Hudson a voice down in Madison. So, >> Mr. President, >> yes, Megan. >> Um, I was just wondering I could draft a letter to our legislators for us to look at as I've done in the past. Okay, I'll put it on my list. >> Mr. President, I just was curious when you say have more of a unified voice, can you share a little bit what does that mean? What does that translate into action-wise from

111WBY on this? >> I have no idea. >> No idea. Uh [laughter] no. Uh um they get you know we've got how many resolutions did we have and every year they have a bunch of resolutions and it doesn't mean that it becomes law. It doesn't mean so like he said we need to focus. I'd go for less resolutions and and more focused resolutions. So, um, this means that they put lobbying muscle and the fact that it was like a 90 whatever percent uh that that's and there were people that argued that what does this get us in the end, you know, um, I think I think it spoke very strongly. Um, but uh, it's it it it really directs where they put their lobbying efforts, you know, as a body and and I'm, you know,

112I mean, you could argue about the success of that over the years, right? there's a bunch of of resolutions that passed that are sitting there and aren't being acted on and aren't being pushed. Um maybe they come back, you know. So, um >> Mr. President, I wonder Megan, in thinking of all the beautiful letters that you've written, I I wonder if we have a letter to WASBY from us making that request and saying reflection, you had 90% this is your focus this year, please. like emphasizing the there's nothing nothing else should be on the table other than a conversation around one or two policies on funding particularly the special education and I I don't know if that would have power but it feels like Bosby needs a little bit more direct feedback >> um we

113are a member paying we pay membership dues and I think it's important they hear from us that having policy initiative after policy initiative that goes nowhere or is just non-starters from the beginning. We need to start honing that down. >> Well, and certainly let you know uh our senator and our assemblyman, you know, staff Shelton Shannon, uh be aware of what we experienced and and that can be part of that >> letter going out too. So, anybody else? Okay. Oh, one more thing. Um Green Bay, I did a seminar about Green Bay Area public schools. Uh they have it on their tax bill. uh the the the how much money goes for vouchers and they were one of the you know there's like I think about 13 communities in Wisconsin. It some areas it has

114to be a county thing. Um um I've talked to uh Bonnie about that and they there there's a a group that that they um advocate for and you can go on their site and you can put your school district in and it'll show you exactly how much money you know they they goes to voucher schools. If you look at Hudson says zero and you're like, well, we know if we're spending money, you know that. But we don't have voucher schools in our in our community. That's why it says zero. But the off the top of the money that goes to Madison, I know I mean the last time it was like 1.2 1.3 something like million dollars that that we cost us money to go to a voucher program that we don't have any any

115uh any any back from that. So, um I don't know like I I've contacted the group like how do we get that number on our taxes or how we can report it. They make it very hard for us to see what that is. So, we've talked about it before, but I just thought I'd bring that up too. It is movement in the state. So, okay. If uh no other questions, let's see boundary scenarios. You want to go to uh what do you want to >> elementary boundary meetings? >> Yeah. Start. >> So we have the second of two elementary boundary meetings coming up tomorrow. Um the first meeting what you have on here is uh is the feedback from the first meeting. So there was about 40 people that showed up to the meeting at

116the middle school uh two weeks ago Tuesday. Um and uh MGT gave presentation. and they kind of did an extended presentation of kind of how we got to where we are and then went through the different options and projections as they as they kind of went through everything. Um what you have and what Tim has linked here is the feedback documents. So the first I think seven pages are a um it's an AI analysis of all the open-ended comments and questions uh all the way all the way through. This is put together by MGT uh MGT. This was not put together by me or or anybody in the district team. Um, and then you know I sent this to the board last week so you guys had it uh so you could review it. Um,

117and then it gets into the actual meeting results. Excuse me. [clears throat] So there were two ways people could give feedback. I think it starts about page eight of 33. Um, and there uh was about 28 people that gave feedback actively during the meeting uh using the poll anywhere software. Um, and you can kind of see how those different uh components came out. I'm not gonna spend a whole lot of time dissecting this data right now because MGT that's big part of the presentation tomorrow is going through the feedback which I know the board will be there for that um and and you guys can read through it. But um about 28 people gave feedback during the meeting. I think a lot of people said hey I want to be able to dissect this information,

118you know, digest this information a little bit better. Um, and so when we had the online uh polling which was through uh Qualrix, I think Tracy got that up on our website. Uh, and we did remind people that they could go and and they could uh add their comments and give their feedback with that. Uh, we had almost 300 people provide uh provide feedback on that one for us. So, uh much much greater feedback on that. Um, you could start to see, you know, the vast majority of of the people providing feedback were uh parents of students, which you would expect. It starts on page 22 of 33. Um, and you can start to see uh, you know, kind of how how it broke down, if there were employees, and like I said, I'm not

119going to go through everything on here. The questions were the same as what was done during the live meeting. Um, but an opportunity for people to provide feedback. the um boundary consultants did provide uh three uh three different sets of boundaries uh as they as they work through it. Uh and you know, you can go on our website right now and you can actively look at those three boundaries and you can put in your address and it'll show which uh which elementary school you'd be at based on your house address. you can zoom in because some of the pictures when you try to put it on a computer they you know without the ability to zoom in it's kind of hard to see where the boundaries totally lie as you as you work through there.

120But the big questions they asked were um you know uh what do you see is the best uh new boundary option um and then also uh which which scenario should be eliminated. So kind of the best and what do you think is the worst. Uh it was interesting that pretty even on on best new options for the most part they said blue and purple with green kind of being in the middle. Um and then for what people thought were the worst options again was blue and purple with green being in the middle. So um so one of the things that MGT has done is they took all the feedback took all the feedback from the comments uh and they said hey what we really saw was you know people were kind of they had strong

121feelings about blue and purple whether it be positive or negative but green was just kind of a middle of the road option and so they have created a fourth option that they'll be sharing tomorrow night uh with the community. Uh if you go to the next document, Tim, uh called boundary scenarios and class sizes. Um I have the fourth option. They gave me the numbers on the fourth option so I could load it in. And what we did is we uh what I did for the board is I get I'm giving you two different looks at it. So um if we start with the second page, this is the document that people saw without the orange um the orange scenario where there were some class sizes over class size guidelines. Essentially in any of the

122three options, there were two grades total between all of the buildings uh in these options where they'd be slightly over class size guidelines. So, just to give you some perspective, um what I what I said this was this was a limited number of sections on this. So, this would be how we typically would staff um sections, you know, based on enrollment and things like that. Currently, I believe, and correct me if I'm wrong, I believe we have three uh classes or grades over the class size guidelines as we currently are sitting. Is that >> Yeah, I believe so. I'll pull it up quick. Um, so >> right now this year, >> right now, this year as we sit and so, so this scenario is if we were to kind of staff it based on, you

123know, what we've done in the past, this would be, these would be pretty similar ways that we would staff these different scenarios. Um, if you go up, what I did was, uh, go ahead and add additional sections, uh, to make sure that every class was under the class size guidelines. And could we could we staff it? You know, when we originally told you budget projections, we thought we'd staff around 86 sections. So, you can see it ranges anywhere from 86 to 88 sections. Uh, as we as we go through this based on on how these things are staffed. Um, and again, these are linked to the agenda. Um, but the orange uh the orange scenario, a couple things that want to point out is on on some of these different things. So pretty consistently across

124the board, North Hudson has a big second grade class. Um, which would require us either to add a section or um to leave it be about one over class size guidelines. Second grade tends to be a grade that we tend to let get a little bit above class size guidelines in the past because when they go to third grade, the class size guidelines go up. And so it really is kind of a one-year one-year issue. Um the other the other area in orange is uh that would be high if we did not add a section would be fifth grade at Hudson Prairie. So orange uh in this scenario you can see we added a fifth section. So people say I thought Hudson Prairie is a four section building. It is a four-section building, but if

125we had to add a fifth section, one of the things that we would have to do uh with Hudson Prairie is we then wouldn't have 4K at Hudson Prairie. um we would add another section of 4K to one of the other elementaryaries that had open sections uh as we did it if we wanted to add uh added additional section a fifth section. So instead of being 28 in a in a class it drops it to more like 22.8. Um that's with the orange scenario as as you kind of as you go through that. Um the other thing to keep in mind >> can I ask a question quick? Sorry to interrupt you on that. Um, and so that would only be a kind of a one-year issue is what you're saying >> because it's this

126coming fifth graders. So then the following year it would we could potentially have 4K there if that was the case. >> Absolutely. >> Okay. Thank you. >> And so um you know I think one of the things to consider is we are currently at our high water mark according to MGT's produ uh projections. I mean next this year we actually have more kids than they're projecting we're going to have next year. Uh and next year will be our highest number of kids in the 10-year projection um related to having four elementaryaries. And so um we still do have additional even with adding the extra sections to get all of the class sizes underneath the class size guidelines. We still have enough classrooms in the district. Uh these classroom sections do not take into account 4K

127classrooms. Now at Hudson Prairie, we take one because we need uh that fifth section. That building is a four section building. Um, but uh we have 4K classrooms in addition to the empty classrooms that are that are on this sheet. Um, so they'll be they'll be talking through that uh a little bit tomorrow night, but just wanted to kind of go through and let the board know we've you know there's two different ways you can do this. You can add those two sections. You you may you know you can say no, we're not going to add those sections. Um 86 is what we built our number around. um our budgeting numbers. Uh it's it could be that okay, we have to go to 87 sections instead of 86. So that means we don't save as

128much. Um you it might be $100,000 less in savings than what we projected. So maybe instead of 3.3 now you're talking about 3.2 um you know or vice versa. Or you might be the next year we actually drop or you decide to go with the purple uh plan uh which you know is right on. or if you go with the more restricted number of sections, um they're all at or below what we've what we've budgeted. And so I think it's just it's just important to know that we're also really early in the game as far as uh number of sections and things like that. we start doing um kind of usually what is it about March or April, Andrea, we start giving you guys how many sections we think we have allocated moving into next

129year with buildings um and how many sections we think we're going to need and you get that every basically about every meeting for about four months, five months and it goes up and down, you know, as as we as we kind of work through it. So, um in all of the scenarios, we're we're well within our capacity to be able to handle all of the kids. uh we can absolutely handle it underneath the current class size guidelines. Um even if we were to add those two additional sections. Um what questions do you have >> Nick? Um on the [snorts] you mentioned under under the gold scenario under the additional sections just one building building prairie would not have a four 4k >> correct. under any of the other um scenarios, does that uh issue exist?

130So, >> in in the blue scenario, um in the blue scenario, North Hudson would be able to have 4K, but wouldn't be able to have 4K wrap care um because it'd be 19 sections under the blue scenario. Um which is the building's built for 18 plus two additional classrooms for 4K. So, Um otherwise uh and we still have additional classrooms. So even under the blue scenario, there's two additional empty classrooms across the district that could handle that. And under the orange scenario, there's three additional classrooms that would be empty across the district even with adding those additional sections. Um, we would anticipate, you know, the elementary numbers are going to fall because as we continue to graduate larger fifth grade classes and bring in smaller kindergarten classes, we're going to free up more sections. Um,

131as we as we continue to move forward. >> Nick, um, remind me how many 4K we have do we have this year? I think it's like two four like 280. >> 4K. >> Yeah. Let's see here. Uh, current 4K students. Um, we have 306 total 4K. >> 306. Great. Thank you. >> Yep. Of which, um, >> and how many of the schools have 4K? >> Um, >> three buildings have three buildings. >> Three buildings. So, three buildings now have 4K. >> Yes. But Willow has two >> two sections. >> So, we're >> we're operating four sections of 4K. >> Okay. And so because we use community partners and I think the other thing that's um important to note and Sue would tell you this because she's been running our 4K program essentially since it started.

132We haven't had 4K in the same buildings two consecutive years I don't think >> since we started eight or nine years ago. I mean we've moved it around based on where we have space. So I know if we have space in each of the elementaryaries that's been kind of a goal to make sure we have it in each elementary if we can. But it's also not been something we've ever done. >> Well, that's something we've heard is that, well, you're not going to have it in in every school. Well, we didn't usually have it in every school. >> So, >> Mr. President, um, so we'll be able to have at least the same number of sections of 4K as we currently have under any scenario here >> as far as being able to fit it.

133Yes. But now we may not need as many sections depending on students. >> Yes. And so let's say North Hudson, you decide to do 4K there, but we don't have room for rap care. >> Would those kids get bus somewhere? I mean, there'd be something figured out. >> Yep. We could absolutely look at that. >> Yeah. What are the What are the the serious drawbacks for having 4K but not rap care in a building? I mean, >> well, you got to understand we we didn't offer wrap care until what, two years ago? three years ago, Tracy. >> So, what we noticed is we pick up more kids who will attend our in-house 4K if we have wrap care. >> Yeah. Because most parents need the full day care. >> Yeah. So, [clears throat] and if

134they if there's not the wrap care, uh they tend to then stay with private partners, >> which is still our 4K programming, uh during that two and a half hours a day that they're getting 4K. So, >> one more question. >> Yep. >> And so, tomorrow they'll show us the map for the orange and that'll be added to the tool online as well. All right. Awesome. >> Nick, quick question. Um, okay. So, I just want to make sure that I'm reading this correctly. So out of this and please correct me if I'm wrong here out of reading through all this survey scenario of the people that took the survey green is the one that is favored the most is that >> what they um why am I what they said about it >> said no

135[laughter] >> yeah what what they said about it is it had the least strong feelings >> okay >> so the least overly hey this is the best and also the best one is that what I'm I mean according to these kind of slight purple slightly favored. >> Yeah, purple is slightly favored over blue. Um and what they what they tried to do when they created the orange scenario is they tried to look at I think the orange scenario what they've told me is you know for example uh Red Cedar Canyon uh in some of these scenarios was to go back down towards Riverrest uh and in the orange scenario they keep it with EP Rock. in the orange scenario kind of everything south of 94 out east kind of um out by uh where Maria's

136at that goes down to River Crest instead of N being the dividing line it goes up to 94 and then um you know one of the things we heard from feedback on purple though was that it breaks Willow into three different elementary boundaries and that wasn't overly that wasn't overly positive you know so right now you know I think It's green, blue, and orange breaks Willow into two and it breaks Holton into two, but purple breaks it into um into three. Uh as as you as you go through it, which the concern was just it's just, you know, we want to make sure we have the least amount of transition for kids. Uh and we want them to, you know, obviously have people they know as they as they change buildings and and as we

137as we work through that. I think in MGT's original presentation um when you look at total number of students impacted based on the based on the different scenarios um if you look at the purple option it actually moves the fewest students uh it primarily moves Hudson you know when I say the fewest students few both the fewest students and the fewest non uh non-closing building students so the only students moving in the purple scenario would the Hudson Prairie students that aren't already having to move because the building's being closed. Willow and Holton. Um so there's between Willow and Holton there's um I think somewhere in the neighborhoods it's like 431 uh students that that are displaced. And so in the purple scenario, 538 total students. So there's about 107 students that aren't currently going to

138Willow or Holton that would have to change boundaries. Um but like the green option isn't isn't much different. Um it's only 17 students more than that. And the difference is instead of 107 students coming from Prairie getting moved, there's students from Prairie moving, North Hudson moving, and EP Rock moving. under none of the scenarios to students from Rivercrest move and it's just there's we're pushing more kids into their boundary uh not needing to move them out. I'm still a little confused after I'm reading through all this stuff and it says like here on page what page is this? 13. After seeing the proposed scenarios, which scenario should be eliminated from the new boundary considerations, you may choose to not respond. There's 16 responses and it's showing the highest percentage was the purple to be eliminated.

139Is that am I not reading this correctly? >> What page are you on? That's from the evening. The top the initial the data set that you're looking at right now, Erin, is from the evening responses, the responses they received live from the people that were at last week's session. And then if you go lower down, the one where purple and blue are kind of almost equally liked and equally disliked, that's from the online survey where there were 238 people who responded. So they're kind of it's they're they're the it's one long document that brings two data sets together in two different presentations. I totally get it's confusing. It takes a minute to wrap your head around, but those first initial pages just are from people who attended in person. That's actually what I was asking.

140>> Okay, great. [laughter] So, so of the people who were there at the meeting, that was they were favoring the green and they wanted the purple to go and then the other people that were not there weighed in and then purple is now looking like the better option. >> Well, they and they they could be the same people. So, you could have the 24 people that weighed in at the meeting could have also weighed in online >> because it is anonymous. >> Okay. um in um Brian asked a question a little bit ago about the the blue option with 4K and we we can do 4K there but there's no wrap care. Is there any other building? I didn't hear you mention that that we would have that same scenario. >> But you didn't say

141North it would it's just North Hudson. >> So it's only North Hudson. There's no other school that would not be able to do 4K wrap care >> in which scenario >> in the blue option. >> So in the Yeah, in the in the So in the blue option, no North North Hudson can can do rap care. It is it is the um it is the orange option that that North Hudson can't do cannot do rape. >> I think we should label these option one, two, three, four. Personally, [laughter] the colors are are are hard to keep track of. >> What's that? >> I wrote down blue also. >> I wrote down >> North Hudson 4K, but no 4K wrap. >> And it it is blue. Blue's the one. Blue has the one four section. North

142Hudson. >> Oh, I'm sorry. I'm look I'm looking at the the bottom one. Sorry. >> I feel better now that you're getting a little confused. >> Blue. Yes, blue has 19 sections. I'm sorry. I was in the I was in the wrong document. So yes, if you were to add the additional sections to get all the class sizes underneath class size guidelines, then yes, it was only North Hudson um would not be able to offer the wrap care. The orange um Hudson Prairie wouldn't offer 4K, you know. >> Okay. All options, red, blue, green, yellow, orange, brown, >> just orange, blue, purple, and >> the four options. I'm just being funny. >> Out of those, there's no other hiccups with 4K or wrap care in any of those options. Just these two, the orange or

143no 4K at all at Hudson Prairie and the blue option. If if it is still blue option, right? >> Okay. Blue option. >> Orange and blue have some have some challenges. Orange. Okay. >> But not challenges for K through five. >> Correct. >> Okay. And to be clear, it's hiccups with having 4K and RAPC care in each building, not hiccups with us having >> the space for 4K in general. >> Correct. >> Okay. >> And I I I think another important point with that is that's likely just next year. >> Yes. You know, this year we don't have 4K in all of our buildings and we're talking about maybe one of these scenarios not having 4K at one of the buildings >> for one, >> but they're going to we're our projections show our kids

144shrinking or student count shrinking. Sorry, that came out weird. [laughter] Um, >> one one question I had, Nick, in looking at all the scenarios, um, and you can pass if you don't have an answer for now, but I think it'd be worth asking. MGT, Prairie looks the most full. Mhm. >> And um you know, one concern I would have is is it that that feels like the most risk of needing to reboundry again [clears throat] >> sooner than we want to. So, I think it'd be good to talk to MGT about kind of their their thoughts on the risk of the prairie area growing more than they than is in there. Why why are they comfortable with with prairie being at the counts it's at? Because, you know, I think it's it's what 588 is

145capacity >> under our guidelines and >> it's spelled out in slide 44 of their presentation. >> Oh, I haven't gotten to slide 44. of their presentation that they gave last that they gave last Tuesday. >> Last Tuesday. Yes. >> So, so basically what happens is again the high water mark for Prairie is going to be next year and then it's going to continue. So, Prairie is scheduled to drop almost 40 students when that fifth grade class goes through because they're going to be bringing in a kindergarten class of 75 and a fifth grade class of 114 is leaving. >> Oh, wow. So um when you when you look at Prairie's numbers uh yes they're at 90% capacity in two out of the three scenarios 88 in the other but within 5 years they're down to

14680% capacity and you look at 10 years they're running anywhere from 76 to 80% capacity. So based on their numbers um they feel that you know that's why Prairie can start a little high but within one year it's going to drop quite a bit. And then the same thing like Rivercrest is starting the lowest at 73 but finishes up over 10 years at about 80% capacity. So they've purposely set up the scenario so that they can handle over the next 10 years the ups and the downs. >> That's great. Thank you very much. I appreciate that. >> Yep. >> So there'll be a lot more discussion. Um, you know, so tomorrow night, um, like I said, the the order of events for tomorrow night is I think Lance will spend, um, kind of a recap,

147readers dig digest version of kind of where we've been, you know, not the 45 minutes he spent last time on kind of some of the data pieces. Then he's going to go in and do more of a review of all of the feedback from the boundary scenarios uh, that they received both through the poll anywhere and the uh, qual. Then he's going to uh talk about, you know, what things they they could try to accomplish to the feedback in the orange option. Uh what things they couldn't and present the the additional option, the orange option as they as they move through with the boundaries and things like that. Uh and then get some additional feedback. It'll go back out to survey again on our website. Um and we'll have that out and then they'll make

148some final tweaks prior to uh presenting to the board um on the 9th. questions. >> That's all you have. >> Oh, just an appreciation that they were able to look at the feedback and identify some tangible ways that they could tweak and respond to at least some of the feedback. I appreciate that. That's a um that's helpful to be able to see and be able to reflect on that tomorrow. >> Okay. Uh good presentations tonight and uh good information. If there's Uh, no other questions. I'll accept a motion to adjurnn. >> I make a motion to adjurnn. >> Megan second. >> Second from Brian. >> All those in favor say I. >> I. >> Those opposed, nay. We are journed.