001call to order the uh work session for the Hudson School District. Uh starting off with topics for discussion. We'll start off with the monthly budget update. >> Uh yes, since Bonnie's not here, I'll take this one. Um so just kind of running running through. Uh if people have questions, feel free to uh kind of let let me know. But as you can see, uh page two is just kind of where we're at compared to year to date. Um trending as far as expenditures and and things along those lines. Um part of what the expenditure difference for year to date is the fact that we've had construction expenses that we're paying out of the general fund, uh which is fund balance that we're utilizing. Um do you scroll on down? Um that's why there was a
002in our budgeted um I think it's on page three of that document uh the general fund um budgeted documented amount or the budgeted amount is much higher uh than previous years because we built into the budget the uh spend down of the uh fund balance for the construction projects. Um if you want to go all the way to page the last page um any of the variances so Um, one of the things to kind of kind of look at if it's has a single asterisk, that would be the expendure ahead of previous year's budget or show a negative. If it's got a double asterisk, that means it's, you know, behind. Uh, the vast majority of these that are varying related to timing of purchases. As you look at that, also based on the feedback from
003the board, Bonnie said that she split out personnel services and construction services. So, these are two different funds uh or sorry, two different line items within the general fund that we utilize uh to make payments on the construction projects that we're using fund balance on. So, um but the vast majority of these things are going to be timing uh issues, but right now the budget's in a good spot. Don't see anything that's concerning at this point. Any questions? No questions. Okay, going on to B, which is a resolution authorizing the issuance and sale of not to exceed $51 million general obligation refunding bonds. >> Yes. So, this was uh what Brian Brewer was here talking about at the last meeting. So, this is to refinance. I just want to make sure everybody understood. Uh this
004is about refinancing some bonds. It is not about um taking out new bonds or anything like that, new additional debt. So, essentially the resolution what it is It'd be a resolution setting the parameters to allow uh the board president and the board vice president to or sorry, the board uh clerk to be able to sign um whenever the market hits a certain point, you know, within the parameters that are outlined in this document um to refinance our 51 million worth of our bonds, not to exceed 51 million. So, um, so what we would need is a motion to authorize both the board president and the board clerk to sign those based on the parameters laid out in the agenda. >> I did have a citizen reach out and ask if we had done things similar
005with the or have done continue to do things with the high school referendum dollars or could you comment on that? >> Yep. So um so the high school this is this is primarily the high school dollars. So um the first 10 years of bonds so we have 20 years worth you know we borrow money for 20 years on on the different projects. The first 10 years are usually not callable and so that means basically we pay them as they go and then the second set of 10 years then they're they're callable basically because those are bonds that are outstanding for year 11 through year 20 the interest rates a little bit higher. it's spelled out in here. Um, by refinancing them, we'd be refinancing them with bonds that are due between years one and 10
006with a lower interest rate and then essentially saving taxpayers money. I think the the original uh prediction or calculations that um that Brian had come up with through Bar uh was going to save somewhere between two and $3 million in interest. That is just money we're not taxing for. So, it's not a not a savings to the general fund. It is just reducing the amount of money we have to collect to pay back uh interest on the bonds. Um I believe on page seven you can kind of see um what the general obligation bonds would be and and what they'd be set up for um the different issuances. So as I talked to the board last time and Brian tried to explain, we don't we don't take out money like a mortgage. We take out
007bonds. They come due at different times. So, we make balloon payments. Basically, we pay interest on a bond until the year it comes due and then we pay the whole bond off in each of those years. And so, you can see uh that's the out the outstanding debt that's sitting that we're talking about refinancing. >> No other questions motion. >> What sort of motion are you looking for? What does it need to be? So, it would just be it' be a motion to allow the board president and the board clerk to u essentially execute the purchase of these refunding or these refinancing bonds based on the parameters that are laid out in the in the top. So, so resolution authorizing the issuance and sale not to exceed the 51 million in general obligation refunding bonds.
008Mr. President. >> Yes, Bren. >> I'd like to make a motion to authorize the board president and board clerk to sign the resolution authorizing the issuance and sale of not to exceed 51 million general obligation refunding bonds. >> Second >> motion from Brian, second from Kate. All those in favor say I. >> I. Those opposed say nay. None. passes. Moving on to state report cards. Can I call on Shannon? She says that's not me or >> I'm on it. All right. So, I our state report cards came in um just under two weeks ago after our last came in after our last board meeting. And so, I've just put together kind of an overview for you, a general overview um kind of the what, why, and how of state report cards. They uh provide us
009an overview of large scale measures of school and student success. They've been in place since 2015. Um, DPI report cards allow us to compare our student learning results over time and across the state and we use the data on the report card to reaffirm or adjust our action plan that we formulate when we first receive our assessment results. So, this year we got our results in the spring and so that's when we set our goals um over the summer and have been actually we've been working on their goals since school started. Um the next slide just shows kind of a general [clears throat and cough] big picture view of our district. So our overall score was 77 which exceeds expectations. You can see the prior the priority area scores there. And then on the side
010I've linked all the report cards if you want to do a little more digging. Um the next slide shows a it's a little cheat sheet if you do do a little bit more digging. This year the state updated the scoring formula which kind of complicates things uh in certain areas for us to be able to compare yeartoyear. So some of our some of our areas were able to compare to last year others like achievement were not just because they've changed the formula on us. So until we have three years of this data using those um the same formulas some things we can and can't compare. So if you dig in a little deeper there's a cheat sheet for you. Um our highlights this year, five of our schools um had significantly exceeding expectations and three
011of our schools exceeding expectations. So you can see our schools are performing in the highest categories on the state report cards. Um all schools grew in the area of closing gaps with our targeted groups. So last year's report cards we ranked in the 32nd percentile statewide and this year we were in the 51st percentile. So that um really shows substantial growth in in one year and it also just kind of highlights that our supports and our interventions are having an impact on the students who need it most. Our achieving our achievement scores continue to be high overall. Uh our percentile is in the 80 is the 89th and showing ELA in the 90th percentile and math in the 89th. Um so just looking at some focus areas. Like I said, we've identified we identified those
012already when we got our when we got our uh test scores back. This the report cards just sort of cemented for us that we were going in the right direction with with our focus areas. So, we're going to continue u making strides in growth at the middle school. They they made significant growth, but we're still looking at um continuing those strides. We are you know identifying team and grade level gaps that we want to address subgroup gaps and then our continued focus on implementing programs as intended. So our next steps um just meaning maintaining our focus on increasing the number of students who meet proficiency expectations and then continued growth for all students. it leads to higher levels of achievement in any given year and then our sustained growth over time leads to overall higher
013levels of proficiency. On the next slide just kind of shows uh our program improvements and our new initiatives underway for this year. Uh currently implementing new geometry and algebra 2 resource. We're currently implementing new K2 ELA resource. As you remember last year we implemented that um grades three through five. um implementing academic intervention processes and curriculum at the high school. Maintain focus in the second year with algebra with our algebra math resource. Maintaining focus in the second year of ELA uh resource for grades 3 through 11, and then refining uh those personalized reading plans at the elementary level that we started with act 20. >> Any questions, >> Mr. President? Um well I have two questions. One is this always comes up when we do these test scores is what is because sometimes it'll this
014is just an example 60% of our um kids are proficient in reading. So then people go oh my gosh 40% of kids can't read. So I think it's always good to revisit what that means when we do these scorecards. >> Right. And then you know what's what's important to note is uh the the proficient score is different than our percentile. So if you look at like our EL ELA scores are the 90th percentile. That means that they're scoring higher than 90% of the students in the state. So those are those are pretty high percentiles. That's a good question when comparing. But Shannon, can you speak to, you know, there's a difference between a child um not being proficient, but uh that doesn't necessarily mean that they don't know how to read and it doesn't mean
015that they're illiterate or that 40% of our kids can't function, >> right? >> Can you kind of talk through that a little bit? >> Um maybe you can help me out on that for as far as the um >> Yeah. And so I think you know this is the big one. you know, most people the proficiency bar in Wisconsin is is quite high. Uh it's set by the uh it was set by the legislature a while back. Um and so uh and then you know DPI has kind of messed with it up and down and done some different pieces but um to be proficient I believe it's close to the 60th percentile give or take and so 60th percentile is not looked at like grades. You know people think of grades and they think 60%
016is a D minus. It's not like that. So if you think the average kid is going to be in the 50th percentile, right? So our average kid in the state would be in the 50th percentile. So when they talk about proficiency being more in the 60th percentile, you're actually saying in order for a kid to be considered proficient, they actually have to be better at reading than the average the average kid. And so um even some of the highest performing districts in the state, the Alm Brooks, the White Fish Bays, you know, are in the upper 70s and low low 80s and and we're working towards that um as as we're getting there. we are in the top 10% of highest performing districts in the state. It's just it there's just a lot of different
017factors that go into this. One of the problems with the state report cards is they keep changing the formulas on these things. And so um it's very frustrating uh when you have u all of a sudden you have a school that performs you know that had tremendous growth but then they're exceeding expectations and not significantly exceeding expectations like the middle school. Um I think it's also important to know that the I think five categories significantly exceeding exceeding meeting um not meeting expectations and then few >> and then meets few expectations and so um we're in the second as a district second to the highest category and five out of our eight schools are in the highest category. We are the highest performing district I think u in the region as far as when you look
018at all the contiguous school districts. Uh I know there was just a big article in the paper on the River Falls scorecards and or report cards and um we do outperform all of our neighboring school districts and we're the highest performing school district in the conference as well. >> If you Yeah, if you remember when we set our goals uh around the 60 63% of our students being um proficient or advanced, that would put us in the 93rd percentile. And I I have to point out that I know that tons of that comes from parents at home that are helping their kids along, but also our teachers and staff that work in the trenches with those kids every day. So, I think that's pretty amazing that our scores are so high. Um, my second question
019was if we're still doing the T online tutoring program. I know we had a report about that and I'm just kind of curious if we need to revisit how that's going or what teachers are thinking or survey students. So, that was just a question. >> Yeah, we get we get reports on those and the numbers continue to increase our students using using that tutor.com. >> Okay, great. Thank you, >> Nick. When you say um later in the conference, you mean the Big River Sports Conference or what? >> Uh >> Yep. Yeah. So, we kind of look at things based on, you know, districts, you know, kind of by a CISA, by athletic conference. A lot of times people will compare school districts or they'll we tend to try to compare ourselves with other very high
020performing districts in the state and our goal is always to be in the top half of the 10 highest performing districts in the state. If we did that we would be in the top 5% of of all high performing districts and that's kind of continues to be our goal as we continue to push forward. So, um I don't know if you were able to uh if we're the highest in the CISA or I I know for sure we're in the conference, but >> yeah, I just I highlighted just the the neighboring cities or neighboring towns and our um Big Rivers Conference and we were higher than all of those. >> So, for those watching that's Oaklair, Triple Falls, Monomony, >> Christ Lake and I checked New Richmond. >> Yep. And I checked like St. C
021too just some of the neighboring ones as well as our conferencing. >> Okay. And can I ask um um when you when you say uh implementing new geometry algebra 2 resource you mean is that curriculum is >> yeah curriculum middle school and high school. >> Is that different curriculum that was in that was put in place or is this an addition to what was put in place like what two years ago now it >> this is the new this is the new textbooks and so they kind of get rolled they get rolled out over a series of years. So as the kids kind of work their way through they're getting used to using that new resource as as When we say resource, we mean yeah textbook. >> Okay. >> Um because that's you know again
022the gains in middle school after years of concern. Can't say enough how great we feel about that. >> And they put in a lot of um specific kind of interventions, you know, that that where they're tracking kids that are that are falling behind. They're tracking kids and they're calling and they're meeting with them and and calling home. So, I think some of those um those action steps have been successful, too. >> Thank you, >> Mr. President. >> Um [clears throat] I'm just looking at the Hudson virtual charter school report card here, Shannon. And I just for clarification, um for anybody else who might look it up, the the overall score says that um that it's not available. Uh so, I just wanted you to speak to that on the because showing the proficiency at 91.7%
023is very impressive, but I can guess why it's not on there because there's students that only select one class to take and there not full-time students in there. But just so you could speak on that, >> right? And then some of those like those prior priority areas, if they're smaller subgroups and they don't have enough in a subgroup, then they it doesn't they can't calculate it. >> You said you said the virtual charter was at what? >> Well, it doesn't show the overall score. I'm just looking at the the one category that's listed on here. Um I know the score we were just we just there was just the meeting the other night. It was very high. >> Yeah. Yeah. Because it doesn't have any it doesn't have any scores. A lot of it is
024because it doesn't have enough subgroups in order to report out as you work through it. It's not a full-time school. But yeah, it doesn't it doesn't actually have an achievement score per se >> um >> or growth scores or any of those things. That's why it's kind of it's an empty empty report card. 91.7% of the kids in the charter school are um you know of the of the enrollment. There's it does show uh they only look at full-time enrollment on that and it showed 12 kids on the full-time enrollment. But um so kids that are both in our charter school and our regular school would fall under the Hudson school district or the Hudson High School um report card and achievement points. Any other questions? Okay, thank you, Shannon. >> Thank you. >> Uh,
025moving on to selecting a deputy clerk. >> So, um, because you guys, uh, have the potential, uh, for a recall election coming up and one of the people that is potentially going to be recalled is the current clerk, um, be advised that you guys nominate a deputy clerk, uh, for the purpose of handling the recall election should it happen. uh so there's no conflicts of interest. So uh this can be done uh if there's a motion and only you know one person approves and then you can do do it by essentially unanimous consent. If there's you can do it that way. Uh if multiple people you're going to nominate multiple people do it then we have the ability to do secret ballot like we would for any other board position. So um it would just
026be calling for nominations for the deputy clerk position. >> Okay. Do I have a motion? Mr. President, >> I'd like to nominate Maria Rudy serve as deputy clerk. >> Second >> motion and second from Molly. Do you want to ask for if there's any? >> Yes. I mean you first of all um you want to ask Maria if she's willing to accept the nomination because that's happened in the past where all of a sudden somebody says I don't want to do it >> and then we we end up having a revote. Maria, would you like to accept the nomination? >> I accept. Thank you. >> Okay. Um, then yes, you would call for nominations three times. >> Are there any other nominations for this position? >> Asking again. Any other nominations? >> And for a
027third time, any other nominations. Looks like Maria has it. >> Well, now now you would uh Yep. close it and then um uh take a vote. >> Okay. All those in favor of Maria for being As a deputy clerk, please say I. >> I. Those opposed. Hearing none. Welcome to the clerk position. If if necessary, >> you're responsible for any of the any recall related issues. And then if there's a recount on anything, Kate can give you some pointers on that. [laughter] >> So, she had to have that fun this spring. So, >> okay. Next is district communications to families. Nick. Yeah. Um and I can have Tracy kind of chime in on this one too is just we had a question about um our communication protocol when it comes to uh whether it be
028um sharing information with families on a variety of different topics uh whether it be emergency topics orformational topics or school safety related. I don't know if Tracy if you have any uh specifics you kind of want to talk through a little bit. >> Um I would just say we we don't have a specific protocol. Um we respond to each incident um as a unique incident. Um it's usually done in collaboration with the building administration and um district administration. Um in some cases uh that communication also includes our legal counsel um especially if we're concerned about furpa or personnel issues. Um and then um the other piece is that I mean we try to communicate as quickly as possible with the most accurate information that we have at that time. Um and then uh you know
029there are some situations where it may include multiple um communications. So it's I can think of in the past we've had a bomb threat. We would communicate to families about the threat and then also follow up with a communication after we've done our um we'll go through the building and then let families know what um what we found if anything and then also what we are doing the following day or following days of of that incident. So it kind of it it is all really dependent on the actual situation and again in collaboration with the building administration and district administration. >> Mr. President. >> Yes, ma'am. >> I just have a quick question. Um I don't know if this is related to why this is on the agenda, but there have been, you know, people
030who have like they maybe they have an elementary kid and something happens at the high school and they're like why aren't we hearing about this? Can you kind of go through how you >> Again, that's that's determined um in collaboration with the building where the incident took place. Um it's good practice to always communicate to those impacted the most first. Um there may be situations that just are not relevant to um all levels. So that's that is not a decision I make. That's a decision that is done in collaboration with administration. >> Thank you. Mr. President, >> I just want to say I think the communication that comes out in this stuff is really been very um transparent and very clear to families. So, I really appreciate that. >> Thank you. >> Very good. If
031there is no other questions, moving on to schoolboard policy review and updates with Andrea. >> Yes. And so this last year we did the hundred series. This year we're doing the 200 series. And what I'm doing tonight is just sharing pretty much the ASIS version of this 200 series, asking for feedback from the board if there's specific areas you want me to refine. The one um thing that we do need to do is that there was a duplicative duplicative policy of the superintendent's um job description. So that's been deleted. Other than that, um we are open to ideas that the board has. um there aren't significant legal um revisions that need to occur in this series in particular. So um wanted to throw it out to all of you for consideration. Um as well as
032the classroom teacher job description um as part of our current policies, the board would be approving any modifications to job descriptions that are DPI licensed positions. So certified um positions, teacher positions, um administration that requires a DPI license, all of that would be board approved. Um and the classroom teacher one that you see up here is one that we are just updating. Nothing earthshattering, but it hadn't been formally updated for quite some time. And so we wanted the format to be more reflective of modernday um teaching in the classroom. And uh so we tried to make it both uh visually more appealing as well as substantively more accurate in terms of um the job duties. So that's where we're at with the 200 series. >> Ju just for a reminder of the board, this is
033just your first look at these. This isn't even a first reading. So, if there's anything specifically that the board says, "Hey, I have questions about policy 208 or 220 or whatever it may be, could you do some more research on this and bring it back?" And we can work through those things before we uh uh bring it to a first reading. So then what'll happen is if the board's like, "No, I think for the most part you've captured what we want or we don't see any major changes." Then what would happen is at the uh December 8th meeting, it would go to a first reading and then at the January meeting it would go to a second reading and then go into effect after two readings. Um but if people are like, "Hey, I want
034a little more time with this." We would just push it back and be first reading in January, second reading in February. Can't believe no questions. >> One policy we did look at um that we still may be recommending some um modifications to is the recruitment of administrators. Um where we do currently have language pretty um there's some discretion built in within that language. But knowing the market as it is right now, we're just looking at that as an area that we might refine as well. Um, given some of our experiences the last few years in the application thereof. >> I have a couple questions. >> Um, on the policy the the administrative staff evaluation, the 225.1 um the last paragraph I just want I'm just looking for a little clarification. as a superintendent, she'll be
035responsible for the evaluation of other administrators in the district and she'll either perform those evaluations him or herself and she'll direct blah blah the rest of it. Um, so I'm just wondering like what the the other administrators I was a little confused when I read that. >> So that'd be the principles, the cabinet team and then >> right no um I guess it was the first part. She'll be responsible for the evaluation of other administrators. So, who is a who's responsible for the previous ones that you're talking about in this? Is that somebody else? >> Uh, just seeking clarification. >> Yeah. No, I'm not I'm not following. So, uh, this is saying the superintendent as an administrator is responsible for evaluating other administrators. So, that would be anybody with an administrative uh classification. I would
036be responsible for that. And it can either be done through uh directly from me or it can be delegated out. So for example, the building principles evaluate their assistant principles. I don't evaluate their assistant principles type of thing. Um but the um the other the other piece is building principles fall under um educator effectiveness and and that is a state system. But then there are other administrators that we have in the district that don't fall under educator effectiveness. But there's still a responsibility to evaluate those. So, uh, all the cabinet members don't fall under educator effects. So, those will be considered other administrators, um, assistant directors, things along those lines, those would all, uh, be quote unquote others that aren't principles. >> Yep. >> Um, I do have another question. If we're bouncing around between
037documents under the the job description for the teacher class, is that okay to move to that? >> Sure. Um, I was just curious, um, because it talks about I don't have it pulled up in front of me here, but it talks about, um, lifting and weight and stuff, and I'm just wondering if that's typical for the district that we would want to mention um, the amount of weight expectation to be lifted just because I mean that's pretty standard with healthcare, custodial, facilities, work, you know, >> for sure is Um, but actually the trend uh in the labor employment world is to go away from specific amounts because it really should be an individualized analysis as to what that specific job requires and does not require. If you have just one blanket statement, the reasonleness and
038applicability is questioned. >> Sure. Okay. >> Mr. President, I have a question. >> Um, so staying on the uh classroom teacher one, I honed in on the professional growth and development. You have three uh bullet points. The third one, implement innovative teaching techniques and educational strategies. >> I wonder about that in relation to number one, staying current best practices. Who's assessing innovation? And if the innovation is in support of best practices and effective teaching models, it's my only food for thought and consideration and I'll let you guys make a decision and determination from there. >> For sure. And I think um definitely we can have more conversation on cabinet about it. It was more uh just honestly um applicants sometimes look to our job description. It's the document that we post on we can and
039they ask about professional growth and development quite a bit. So having some specific items listed under there that are consistent with maybe not that different then but consistent with um other bulleted items um just because of the frequency of the question that we get questions we get with that item. Mr. President. >> Yes. >> Um I have two questions. One is under the administrators where you're um providing yearly reviews. So it says you review in the first year and every third year. >> And I just am curious if that feels like it's enough for >> for you to evaluate people if you're doing it every three years. Yeah. So, what happens that's just the that's that part's the formal evaluation process, but we actually um just I'm finishing up tomorrow with the last principal. We
040do quarterly um meetings and go through their goals and go through all of those different components. So, it's not it doesn't wait every three years. It's just the formal educator effectiveness process. Uh the state requires us to do a formal document every three years. And so, they do informals in year one and two and then formal in year three. >> Got it. And then are those documented? >> Yes. >> Okay. So the ones that you're just doing quarterly or yearly. >> Yep. Okay. >> Yep. So the informals are documented through the educator effectiveness uh pieces. Yep. >> And then my second question was page two number three where it talks about um if you were looking for a new superintendent. So it talks about looking at past processes when you're going through the um general
041process. And I I have not been here when we've been looking for a superintendent. So I'm curious if we're keeping past processes so that a board who maybe wasn't here would have that to look at. >> Go ahead. >> Turn it off instead of on. Um my assumption is that we um would probably defer consistent with this policy would defer to any kind of organization that assists us with that process as well. Um but I believe having been here for that time period that we did comply with this language. But then it's really the outside organization coming in and bringing us their specific um outline. >> Got it. Thank you. >> All right. If there are no other questions, um, moving on to board discussion about misinformation regarding school closures. >> Yes. Um, so there's
042been some questions and some things online, some things in the paper, um, that we wanted to make sure we get clarification on. And so we had Tracy put together this kind of facts about the Hudson School District's budget challenges and and element, you know, elementary school consolidation. And so, uh, we wanted to have a spot where people could go, uh, if they hear a statement or, um, and you know what, you know, what that looks like. And so, it's also on our website as well. And we're going to continue to to add to it. But, um, what I'm just was planning on doing was to go through this document and then, you know, uh, board members have questions at any point, stop me on this. Uh, and then, you know, any additional conversation the board
043wants to have to address. But um you know, one of the things that we hear from people is the decision is moving too fast and there's been limited dialogue in the community. Um and and so uh what we did is we went through there that we've been discussing this actually for over three years, but in the last three years, uh you can start to see a list of all the different community engagement events that we've had uh dating back to 2022 and you know, some of the different opportunities we've had for people to provide feedback as we've gone through that. Uh in addition um we also put in here newsletter articles and also uh articles that were in the newspaper talking about um the different if you keep scrolling down to um uh if you
044keep going down again you can start to see you know there were articles written in the star observer back in 21 and 22 and and 23 uh where we were talking about these these things and so um and also looking for ways to get feedback from folks folks and and and then again pretty heavily talking about it in January and February as we headed into elections and things along those lines. So, um, so there's a document. There's also a document as well, uh, that Tracy has linked on our website that has a, um, all of our communications that we've kind of where we've either had conversations related to budget, uh, or school closure items in the last five years and I think, you know, well over 100 plus uh, opportunities for people either to provide
045feedback or hear about what was going on or the board discussing it at at different times. And so wanted to make sure that and they're all linked to the articles and linked to a lot of the different things that we have going on to make sure people understand. Um this has been an ongoing conversation although it seems like the board voted uh this this fall. Maybe that was quick but it has been the culmination of years of of conversation and what's going on. Um you know misleading statement out there. The board has withheld information. How is it possible to make a decision when there's so many unknowns such as new attendance boundaries, bus routes, staffing and more? Um you know the fact is we have used uh data to make the decision. You can go
046to our website you can see all the different data points. Uh we've talked about it extensively about new attendance boundaries and bus routes. Really need the attendance boundaries in order to determine bus routes. In order to determine attendance boundaries we need to know how many schools that we're going to operate. And so um as all those things kind of work their way through and we've talked about during our transition planning um you know we have made data driven decisions. Now some people may not like the data. They may not agree with it, but uh they have been um datadriven decisions as we as we work through this uh these different points. And again, you can review all the different documents. They're still on our website related to the school closures um and what that looks
047like. Uh there's a statement out there, the district state student enrollment is declining yet new housing is being built. Um you know the fact the fact is the last demographic study which was shared in the with the community and was done in May of 22 uh by applied population wine projected um data from the study extended to 20 3132. So I mean it was a study that was designed to be used for 10 years. Uh it is three years old. Uh we are in the process of finalizing the the the most updated uh enrollment study by uh MGT and that information will be presented to the board on December 8th. However, it was important to note and I think I talked about it at the at a September meeting or could I think it was
048the September meeting where I talked about uh and there was a slide there were several slides that showed their enrollment projections and uh some slides that I talked about we weren't even hitting their most conservative enrollment projections uh as we were working through there. Uh and yet we they did take into account new housing as it as we work through that stuff. Um, and what what'll be interesting um to see and MGT has kind of let us know uh with this part of what they're going to be presenting is the yield rates on new housing as well uh on December 8th. So you'll be able to see exactly about how many elementary age, middle school age, and high school age kids we get from new housing on average. Um so you can start to look
049and see where um you know when when somebody says there's going to be 20 houses or 30 houses, how many addition or new students that those houses would have. I wouldn't say additional students because we also have subdivisions or areas that are older that maybe not have as many students. And so it's it's not a net number. It's a um just a number that we would expect out of new subdivisions, but not necessarily adding to our student population. They're going to go through all of those different components um when they go through their enrollment study. Uh, and I think we shared a little bit of a preview that the enrollment study when they gave us the preview, it's not showing as if we're we're rebounding over the next 10 years. Uh, we still won't hit
050equilibrium for the next three to five years in our elementaryaries and middle school probably four to six years and then the high school probably six to 10 years is when we'll finally hit the equilibrium. >> Mr. President, >> yeah, go ahead, >> Brian. Nick, do you mind what what do you mean by the term equilibrium? Well, the equilibrium is where we kind of are are right now, for example, we graduated a little over 460 students this spring. We brought brought in a kindergarten class of 308. Um, so what ends up happening is, you know, you're going to have a built-in downturn in the in the numbers until the classes that are in the high school are very similar to the class sizes that are in the elementary. And so, in a district that is growing
051a lot, you would typically see the inverse. you would see smaller classes at the high school level and you'd see larger classes at the at the elementary level. Um even at the elementary level, what you're seeing is, you know, our first grade class, I believe, is somewhere um right now we're serving about 295 students. Our kindergarten class is 307 308. Uh second grade is 326, third grade is 323. Fourth grade is 334, and fifth grade is 3 uh 352. So, what's going to happen is if they believe that, you know, our our average um grade size, class size across the district is probably going to be somewhere between 290 and 320 students a grade, um some of these bigger grades that are going to come out of the elementary work their way out over the
052next three or four years. We're going to see our elementary enrollment kind of start to instead of constantly declining, it's just going to kind of be more even and be more constant. So, uh, we'll hit that kind of new equilibrium point as we as we work through that. And they're going to go through extensively how they got to those different points and also taking into account all the new subdivisions and things like that, the potential subdivisions and what that looks like. >> So, so equilibrium is kind of like the the bottom end where things level off or don't go continue down. Yeah. And then start inching hopefully up. >> Um, and and the >> public comment or public concerns too is like, well, you're not you're not taking the kids and Trinity coming in to
053the high school. That's why the high school is always going to be more than what you see in the elementary and yeah, but we we pretty much know what we're going to get from from Trinity and that works into that equation. >> Yep. >> Yeah, we would we would expect the high school numbers to be slightly higher than than the elementary class sizes because we do pick up children from the two parochial systems. Um but it's it's not 160, you know, it's more like anywhere from 40 to 70 students. Um as we We look at that and a lot of it just depends on depends on their class sizes as as you work through it. I think um I was just we were just looking at the it's hard to know because between eight grades
054um Trinity and St. Pats in 2025 uh had 430 students. So if you divide that over actually technically nine grades because that's kindergarten through 8th grade. So you know you're talking roughly about kids per grade between the two is what is what it is and it could be more could be less depend on the grades. So we take take those in consideration we would expect the high school be slightly larger. Now there has been talk about a prochial or Lutheran high school and there's been talk about a Lutheran or a Catholic high school. So um they can also look at that as well and put in some of those projections. >> Um >> so the sorry just to so I have it straight. So this year's fifth grade is roughly 356 kids. >> 352 I
055think right now. >> Yep. >> And so if next year's kindergarten is roughly around this year's so around 300, right? And we kind of think that from our 4K numbers right now. >> Um we think more than likely our next year's kindergarten is going to be somewhere between 280 and 300. um because our our 4K numbers last year um were in the 340s I think and it yielded about 308 kindergarteners because you got to remember there some of those 4K uh kids are open enrolled in and they go back to their home school um for kindergarten. So I would anticipate that you know our current 4K numbers are 306. So more than likely we could have a kindergarten class between 280 and and 300. So, >> so just that fifth grade leaving this year being
056replaced by kindergarten. Yep. That's >> 50 to 70 kids smaller. Yep. >> Our elementary enrollment will be 50 to 70 kids last year. >> That's what we would anticipate is that we will be below 1900 students next year at the elementary. >> Um any other questions about that topic specifically? Um, we did also put on here, um, we have misleading statements and then we also put certain things that are just factually not at not true. They're just false. Um, the school district is holding a portion of UYU property for a future school site. Okay. The board is holding on the 16 acres. We've talked about this at multiple board meetings. The goal is is that uh when the annexation happens for all the school property, the 16 acres that we retain because there already be
057utilities to that property um, and it would be annexed. it already be in the city of Hudson that it would be worth more money. The board would be able to generate more revenue from the sale of that property for the school district. Uh I know there was some information that was put out there related to our annexation petitions. I did contact the city last week. Uh I did uh we I think have linked on our website a copy of the annexation petition that was signed by I believe Bob and Molly that you voted on. Um we did not uh do anything that said we are going to retain or change it to build a school down the road. Our annexation petition brings the property in at the same zoning it was in uh currently uh
058which I think is between agres a and and residential. Um the process for reszoning uh once it's in the city that happens after it's in the city and that's a reszoning process. So the city doesn't change the zoning when they annex property and it comes in at the exact same zoning requirements that that it was in the township. Um the document that people seem to be referencing online is not a document that we've ever seen or that we've had. That was something that the city filled out when they they did their department of administrative services. We did not ask them to retain any of the property for public use or anything along those lines. There is not a um an intent to hold on to the property and build another element or anything like that.
059I know that's what's been going on out there. Um the intent of the property is to sell it uh when it is annexed in and has utilities close by for a higher dollar amount. >> So I think some of the confusion too might be that you know in the history of that property it was you know slated for potential new school and that's why they bought it. >> Yep. you know, 50, 60 years ago, whenever it was. >> Absolutely. >> So, um, again, you know, just to put that at ease, this this board has had absolutely zero discussions about the potential future use of that property for school. Is not the intent. Um, also, it is within a mile of another elementary school. >> Yeah. I'm not sure if it's quite a mile, but it's
060it's >> saying it is, and I don't know. [laughter] >> Um, but uh, >> yeah. No, there's there's been no talk about building another elementary school there. And so, but it the and we've been very public about the intent to sell it at a higher rate uh once it is in extended. Um there's a misleading statement. Class sizes will go up and neighborhoods and families will be divided. The board is committed to maxim maintaining existing class size guidelines and individual families will not be divided in resetting elementary boundaries. There's things out there online where people are trying to say that we are going to divide families and we're going to send second graders to one building and fifth graders to another building with the rebounder. And that's just not that's just not true. Um uh
061the way it works when you go through rebounding process, you try to keep neighborhoods together. So neighborhood uh go to the same schools. So if somebody had a first grader next year and a fifth grader next year, they would be going to school in the same school based on the boundaries. we would two different sets of boundaries uh for the different kids in their building or in their house. Um as far as the class sizes being increased, uh the class size guidelines would remain the same 18 to 22 in grades two K2 and uh 22 to 27 in grades 3 through 5. Now, one could argue that if they're used to having 13 or 14 students in a class and now they have 19 students in a class that yes, technically maybe they're what they're
062used to has gone up. However, the guidelines in which we uh do that uh have not changed. Also, one could also argue that uh if you're used to having 26 or 27 students in your class and now they're down to uh 24 or 25 that the classes class sizes actually went down. Uh when we built the models of about how many sections we would need, we built it around an average class size of 20 in K2 and an average class size of 25 in grades three through five. um knowing that you know some might be 26 and some might be 24. Um but uh that's that's when we uh what we built it around. So I know there's some information out there people are are are saying that we're going to split up families. That's
063just not true. And I know there are people out there saying that, you know, we're going to raise class size guidelines. Uh that's that's not true as well. Um, and we every year put out uh for about six months starts probably in April and goes till about September uh where we put out kind of the different class size assignments and things like that. So you guys are able to see and the public can see about what our average class sizes are for each of the buildings as we work through that. Um, another uh statement that was made, it was actually on on the news um made by an attorney that the school district asked for money to build a new school three years ago. um and that we built a new elementary school three years
064ago. That's that's just playing out false. That's just not true. Um we have not uh asked to build a new school. Uh the last school that was built uh was built in 2008, Rivercrest Elementary. Uh I think the the actual bonds or the referendum was in 2006. Uh that passed it opened in 2008. In 2023, the board went to referendum to renovate EP Rock, North Hudson, and Middle School, which we've talked about pretty extensively at the board meetings uh as we went as we went through this. Um so, just to clarify for everybody, there has not been a new school opened in the school district since 2008. That was EP Rock or I'm sorry, that was Rivercrest Elementary School. Uh and at the time um when that building opened uh both EP Rock and Hudson
065Prairie had well over 600 students in those buildings and uh you got to remember when that went to referendum in 2006 was the height of the market uh when everybody saw that Hudson was exploding and that there was no real end in sight. And so uh it wasn't until the crash of 2008 and the great recession that we started to see a real big downturn in birth rates and uh yield rates as it relates to our kids and what that looks like. Uh let's see here. I think um I think that is I think that's yeah that one's a repeat on the end there. Um is and we'll we'll make adjustment to that. But um again uh if there are other things that the board members are hearing or questions people have, we want to
066make sure we're putting out factual information um so that um people understand what we're trying to do here as we work through it. >> Mr. President, >> um there are a couple of ones that bubbled up recently since you guys put this document together. Um, one was there was an announcement around a school consolidation plan and this I know you talk with Representative Zimmerman on a regular basis and this is something he's talked about. Um, could you clarify what the intent is of the school consolidation plan and how that may or may not be something that Hudson could consider? Yeah, if if there was any type of, you know, incentive monies or things like that, um, you know, we definitely look into it. But but the consolidation plans, as I understand them, as I've looked
067through them, is they're related to school district consolidation. So, it's taking two smaller districts or two different districts to become one district to try to reduce the overall footprint of of districts that reduce the number of of school districts in the state. And so, not necessarily related to larger districts reducing the number of schools they have in their buildings, but again, I haven't read through every single uh word of of the different uh laws that they're looking at uh potentially trying to pass, but it is more geared around trying to incentivize school districts to consolidate more than just a school district to close a building. >> Thank you for that. The other one that seems to be bubbling up is talking about we talk about birth rates and birth rates declining and I know folks
068have um gone out there's a great data set the wish data set it's run by the department of um health in Wisconsin where you can run uh county birth rates over an extended period of time. Um I've looked at it myself. I looked at it in relation to kind of understanding what's going on. And I think there's a couple things caveats we need to understand with that. Um it's a county level birth rate. It's not specific to Hudson school district. So, every kid that is born in this county does not translate to a child that comes into our school district. Um, nor does it translate into a child that goes to a school in this county because people do move. Um, and people do come in. Um, I think the other thing that concerns me
069when I look at that graph is as it's presented, when you look at it from a very narrow lens and you use a a yaxis with a range a very tight range, it shows year-toear a very what appears to be um fluctuating birth rate. When in fact, when you actually pull out and look longitudinally at it um with a a more um sizable I guess maybe um yaxis min max it's fairly flat is what we look at it's not increasing it's not dramatically going up it's not dramatically going down and I think what I really look forward to in that MGT proposal is I know this is something they'll be looking at more closely so I'm hoping that that is something they can lift up and really understanding what the birth rates are doing um
070and their ability to speak to that um on December 8th Yeah. So, MGT is looking specifically um when they look at birth rates at at two different uh zip codes that that fall in our school district. You know, the big one which is 54016. The there's another one that's kind of more up by the Holton area, but they're they're really looking at um you know, those our specific area. Um not seeing any real change in the birth rate. Uh it has you know dropped drastically since 2008. Um it might be up a percentage point here, might be down a percentage point. Um they look at a base year of 2020 um co year. Um so it might be up one or two% from 2020 uh but overall maybe down 20 or 30% from you know
071our high. So uh even with even with the birth rates and we talked to them and they're going to be able to speak to this much better than I could because this is what they do for a living. um they're going to be able to specifically um ex, you know, talk about that and and be able to say, "Okay, here's here's what it means." Also, um as you said, the county birth rates are different than just school district stuff. So, if you have other districts that happen to be growing or having um you know, more student growth or or different things going on, you're going to see that their birth rates are going to mask some of the issues that we're going to Any other questions for people? >> I I just one other last
072comment or thought. You know, I actually might suggest moving the neighborhoods and families divided up to a false statement. I think that is that's a something we know is not true. It did not happen with the last reboundary. I can speak to that from personal experience. It was uh a north star and this that the district in the boundary reboundary process held to very closely. >> Um and so it's I wouldn't label that as misleading. Um I think it's actually inaccurate. >> Absolutely. Other questions related to kind of misleading or false statements that people want to address or have a conversation about? Um, I would I would add that some of the things I'm hearing or seeing online are rush. You're making this rush to move forward without without the right data or up-to-date data
073or uh you should be using, you know, a new demographic study, busing, rebounding should all be done before you even took a vote. Um, you know, I point to like WA closing three schools, deciding voting to close three schools and merge a middle school, I believe. um you know a month and a couple month and a week after we did less time. I don't believe I looked I looked and see anything about you know them having that all done. I mean it's I think in the community it's easy to say you should have all that done first and we we can talk about how it's it's inefficient to try and do a boundary study um when we don't know what those boundaries are. So I don't know if anybody else wants to opinion on that.
074I just think that's something that is out there in the public and it, you know, on face value, it makes sense, right? But when you think about it, when you look at it, it's, you know, I don't know of any other school districts that do all that before they make a decision. >> Oh, I just throw that out there for >> Mr. President. >> Yes, ma'am. >> Um, no, I completely agree with you. I I mean, We decided in August that we would close one school. We didn't know which until we went into the meeting and went through the process and did all the uh the things and at the October 13th meeting. So, it does feel a little bit like that's a that's not a simple thing to go ahead and do a another
075demographic study and do a reboundary. It's not the easiest thing to do. It's just like we have no idea how this is going to go before we go to the meeting at all. We we don't know what people are going to vote. So I I just think it needed to wait until after it was done. And I just um just echo a little bit of what Maria has said about birth rates. It's just every day I look at something or I listen to a podcast today about um you know deaths are larger or we are outpacing deaths are outpacing births in our country. Um and in 10 years I've said this before in 10 years without in migration our population will start to decline. And we aren't seeing it. It's hard to see that on
076the macro level when we're in our community but it is happening. Um, and one of the things that I was listening to is um, from millennial women on is there are so many choices to delay child birth and to use contraception and things like that. No, not casting shade on anybody for their choices, but you know, people have more choices. More women are single. Um, and then I look at my own kids and their inability to um, this generation Gen Z to afford life. So, we have a real problem in our country that's bigger than what we have going on here, but we're seeing the impacts of it um, you know, front and center in Hudson. Just my two cents. >> Yeah, Bob, just kind of building what you said. So, Wasa has voted to
077close four elementaryaries. Kenosha has uh closed um multiple buildings. You know, Walkshot just uh voted to close elementaryaries. Green Bay um voted to close elementaryaries while is considering closing two elementaryaries. Lacrosse is closing elementaryaries. Um West Alias and uh Kadhi uh school districts are uh gone through school closures in the recent years. And so there's uh there's several list on the Wisconsin Department of Public Instruction school directory. Um they have a list of all the districts and what buildings have closed. A lot of them are uh you have to kind of sort through because a lot of them are charters that didn't quite make it um that had very few students in them. But you can get on you can get on there and you can actually see um normal brickandmortar schools that that uh
078or public schools and districts that have closed uh buildings. and there's quite a substantial amount. It's something that's going to continue to to be a challenge uh for public schools across the state um as enrollment is going to continue to to be a challenge. And I know there's been multiple um articles in the paper and and uh you know national publications about the decline of the number of students that we have. I know even higher ed, if uh Megan was here to talk, she would talk about higher ed's concern about fewer graduates coming out of out of high schools, which is is essentially really impacting especially uh independent um liberal arts schools and things, smaller schools and things along those lines. And so, um it is it is going to continue to happen. uh it's
079just kind of hitting us probably a little bit sooner than maybe some of the other districts uh in our area. But uh it's definitely definitely a challenge for us. But I just we'll continue to add to the fact sheet and um as information comes out and we'll try to uh make sure that we're setting uh correct information out and trying to find a balance um as we as we work through here. But all of the information that people are using is on our website. It has been on our website um as we as we go through that. I just want to make sure people drew people's attention to it since we've we've had some statements that aren't aren't factually accurate. So, >> okay. I I just want to close that out by saying I mean
080there's all of this going on in our community, but there's also really amazing things going on in our community and really attentive, amazing parents and community members that know that when this all occurs, it's going to be okay. that we have, like you when we talked about this, the the scorecard, we have an amazing school district with clearly amazing, talented teachers and kids that are awesome and parents that are doing everything they can to make sure that their kids have everything they need. So, um, I just want to continue to reassure people that we're going to be okay. We're going to get through this. Okay. Any other comments? If not, uh we'll move on to board discussion regarding school closures. >> So, um >> wait, >> the planning? >> Yeah. Yep. It's just a planning
081update kind of, you know, I'll have turn it over to cabinet team members um kind of give an update since they're in charge of a lot of the committees. But, you know, before I get turn it over to them, I just want to give the heads up that MGT will be here on December 8th. They will be presenting all of their data. Um, they will be able to kind of, you know, please make sure you bring lots of questions for them. That's what they're here for. This is this is what they do. They're experts in this. Um, I know that, you know, some people have said it seems like the meetings are very close to each other in January as it relates to the boundary committee meetings. You have to understand this is what they
082do. They will be running those boundary committee meetings. uh the community meetings, they will be getting the feedback and helping uh facilitate that. They'll also on um December 8th, not just them presenting, but they're also going to be working with the board to set your parameters around the boundaries and and guiding principles of what you guys would like to see done as they create some different examples for people to respond to. Um, so that that boundary committee um or the boundary uh process um is is really going to start to move relatively quickly after the December 8th. And when I say quickly, I just mean we're actually going to start to see information and and move stuff out. Um but they can they can make adjustments to the boundaries in real time. I mean, that's
083one of the things that's unique about their software is, you know, as they've broken our district into 250 different planning zones. Um, they're able to move and highlight different zones and move them in different boundaries and automatically start to see how many kids are in that building, but not just how many kids, how many first graders, second graders, third graders, fourth graders. Um, because sometimes people think you can draw easily draw a boundary one way or another. Well, what can happen is you can end up with 88 third graders and only 22 kindergarteners and that doesn't work very well for us. And so, um, you know, that's why, you know, when people put what they think the new boundaries are going to be online, it's hard to do that without knowing where our kids live.
084Um, now there are some natural things in our district that are immovable, right? We have a big state park. We have a big lake. Um, that's going to create some some natural movement as far as the boundaries and things like that. So there's only so much adjusting you can do, but um there will be kind of moves and tweaks as we go through this and you know as uh we get through that process. So I don't know if Andrea or Shannon or Terry you want to speak to the staffing side of things. >> Sure. Yeah, we've already had um the second round of meetings last week and we're able to develop a draft survey for our staff both for the certified staff survey as well as the support staff survey and we had consensus amongst
085all the team members to move forward with the questions that we've drafted. So, we're going to be finalizing that um this next week and sending that out as planned on December 1st and that'll be open for a week uh until December 8th and then we'll start the process from there. Um we will be strongly encouraging participants um people to respond to the survey. We did go out to building forums and go through all this as well. So really trying to make sure that we're honoring our guiding principles as we're uh beginning this work. >> I can do a quick update in student and family. We are meeting tomorrow. We have an early release. So we will be meeting with a small group of teachers to talk about transitions specifically for students with disabilities. So that
086will take place tomorrow after students are out of the building. We'll come up with some ideas, proposals, bring it to a larger group including admin and then next step for families. I maybe can just speak to some of the other work groups that we've all met at least once and brought to brought to the table. the stakeholders that are in the beginning stages, you know, with some administration and then they'll be working individually and then we'll be bringing in um community members and other staff members and teachers as well as we get further down the road. >> Any questions? >> Can we get a copy of the questions that are being asked? Yeah, >> just so we know as a board. >> Thank you. >> Okay, >> no other questions. >> Oh, I'm sorry. >>
087I had a question. Um, I've gotten some questions about 4K and um I know late breaking at the end of last spring summer's legislative session there were some changes in how 4K is funded at our private um partners. Um I think do they get like double the funding? The projection is doubling their funding. But really what I wanted to get at is if you could Nick talk a little bit about that but then also 4K planning and sign up. And maybe we don't have all those answers right now but >> um there's some concern about registering for the the private 4Ks versus knowing which elementary school you know if you have older siblings your second grade brother is going to go to this school so I want to go to 4K then. >> Yep. and
088how and maybe we don't have that all lined up, but but it'd be useful, I think, to to lay out those pieces to make sure families have the option once they know, >> you know, their little brother or their big brothers going to North Hudson that they can go to 4K at North Hudson. >> Yeah. >> Versus getting a spot at a private provider. >> Yeah, absolutely. So, we um so 4K and kindergarten roundup will be happening, you know, in February after the board sets boundaries. And so, um, we'll people want to know where where their where their boundary is. Um, we have every intent of having, uh, spots in each of the buildings for it. Uh, we believe we're going to have room for rape in each of the buildings as well to go
089along with it. Uh but the the way that I think it's called get kids ahead I think is the name of the legislation that was passed in the 11th hour of the budget uh which was in lie of our special ed funding that we were hoping to get. Uh raise the amount of reimbursement that uh private providers would get if they provide 4K. Uh, so what our private providers have asked is can they wait until after September or sorry, February 1st to decide if they're going to be part of our 4K programming or not because that's when the deadline is for the new state program and what that and what that looks like. And so, um, we will be having, like I said, we'll be having that 4K registration after all of those those pieces
090of information come in. So, after you guys have set the attendance boundaries, after we know which providers are going to be part of our programming, um, and then we'll go from there. Um, kindergarten roundup. Uh, again, we we're waiting to do the kindergarten registration until after, um, boundaries are set, so people are able to register for the school in which they go to. So, um, right now, I mean, the goal would be for the board to be able to act on on attendance boundaries at the February 9th meeting, but as late as the February 23rd meeting, >> Mr. President. >> Yes, ma'am. >> Question or comment about boundaries and then a question. Um, I appreciate you walking through, Nick, um, MGT's approach, having participated in the last boundary committee. I one of the things that
091I really like about MGT's approach is the ability to in real time adjust those boundaries. That was one of the biggest pinch points for the last committee where we would ask and couldn't get we had to wait weeks if not months to then see it and then it would be like wait what did we ask and what's this refresher and >> it was a lot of um revisiting conversations. So that I I appreciate that and I think that helps move that conversation along faster. The other thing that I really like is there's more opportunity for the community as a whole to participate and comment in it rather than a group of 40 individuals working. Each each approach is it's its own has its own pros and cons and values. We've done one, we're doing another.
092And I think that's okay. And I think there's value to trying a different approach, I guess, is what I'm trying to say. Um, one of the questions that I've been getting about boundaries is what about fifth graders um or fourth grader student to be fifth graders for next year and their ability to say I want to finish all my elementary years at this school that I've always gone to even though that's that may no longer be my home school. Is that something we'll be able to honor? What what >> um >> can we set that as a goal? >> No, we would not be able to honor that necessarily. people could put in for a boundary exception like the normal process, but again those go through our normal process. The board has a policy set
093out for that. But um and I think there, you know, some of the rational behind that is for fourth graders going into fifth grade uh both at Willow and at Holton, they won't be able to select that as an option either. So, um, I believe if if our kids that are at both Holton and Willow that are going from fourth and fifth grade can make that transition, our kids in the other buildings be able to suffice and make those transitions as well if there's room based on boundary exceptions that process, you know, we can we can go through that, but that's a pretty spelled out process. Uh, it is in it is in board policy. So, you guys can um look at that. Uh, we haven't unless you guys are wanting to bring it up
094and change it. Um it's been a policy that has served us uh quite well since it was redone in 2018. Um it's very spelled out as to um the order of operations and what that looks like. So um that's that's kind of the the thought process is there wouldn't be a grandfathering in period or anything like that. >> Thank you for clarifying. appreciate. >> If no one else has anything to add or question, um it will bring us to the end of our agenda. So accept a motion to adjourn. >> Mr. President, a motion to adjurnn. >> Thank you, Aaron. Second. >> Second from Brian. All those in favor say I. >> I. I. >> All those oppos say nay. We are.