001Call the order of the duly meeting of the school district of Jefferson Board of Education. We'll start off with the pledge of allegiance and the flag is in the back there. I pledge allegiance to the flag of the United States of American here. Mr. Eel here. Mrs. Hudson here. Mrs. Mc William here. Mr. here. Mr. Pelier here. Mrs. Wakeman here. Thank you. All right. Now for the fun stuff. We get to go into recognitions. First up is going to be Mr. Bestl with the um recognition of Wisconsin State Star and agricultural placement finalist. That microphone was on just a second ago. hopefully make time. So this year we had one or we had East apply for agric or Wisconsin state star and agriculture placement. He's one of the top 10 in his state degree class
002and he just did his interview. So I'll let him kind of talk a little bit more about the application. Um the application was based off of my state degree application. just a little bit more extensive including a resume and a little bit more indepth on what my SAPE was. SA being supervised agricultural experience and my SAPE was uh placement in food service. So, working at our local call bars over in Johnson Creek and uh just had that interview not even two hours ago and uh just asked me some more questions about my project, how I've advanced in it, all the skills I've learned, and where I plan to go with it in the future. And so we won't find out officially until our state convention second week of June. So right after we get out
003of school. Very good. Congratulations. And then next up is going to be our state market. Sorry. State stock market competition. Okay. So, we had another uh successful outing for uh our stock market club, otherwise known as investors club. And uh since our game really focuses on stats and trends, I noted that this was the 53rd time that we've had uh student rank at the top of the state. Uh and for Otto, who is a sixth grader, he's already two for two. Uh so again, he's uh already becoming familiar, so hopefully we got a lot more years uh left to come uh for participation. Uh Jeremy unfortunately couldn't make it. He's still busy with the conference track meet. Uh but just again, yeah, real proud of auto participating and um even trying to switch teams around
004and just did a great job and just learning more about the ups and downs of uh short-term trading in the stock market. Um anything you want to add or all right, congratulations on and Jeremy. Congratulations to those students that done well. Next up on the agenda is going to be our consent agenda. Uh this time around it consists of the minutes to employments and note resations at this time. Again, this could be separated out to be discussed separately or could be all taken together. Is there a motion to approve the consent agenda as presented? Second with a motion and second. Any further discussion? All in favor of the motion say I. I. Any oppose say nay. Motion passes. Next up is going to be our public comment. Of course we always welcome comments from the
005community. Is there anyone here for public comment? Come on up. Uh step up to the microphone there. just state your name and uh what you're here to speak with us about. Good evening. Uh my name is Anna Conmer and I am a 2021 graduate of Jefferson High School. I'm here tonight on behalf of my classmates to raise a concern about our class account. Um this is money that we raised ourselves and that was meant for us and we believe that it was taken without our knowledge or consent. Um, for a little bit of background, the class of 2021 raised funds through throughout Jefferson High School or the same way that every other class from Jefferson High School um did with a fundraiser selling a coupon book. And that money has the intention of being used
006towards prom and then the senior gift at the end of their senior year. Our class was unique in one important way. Because of CO 19, we never got to have prom. So, we still had even after our senior gift, of all of that money around $750 was left over in our um account that we were told was to remain available for our class for future use, including things such as a class reunion. Um we recently began planning our five-year reunion and we reached out to Mr. Holtz was our who was our class advisor at the time to access those funds. And then we were contacted by Ryan Brandt, the director of business services at the district and told that our account had been inactive for a year and that under district policy, the money had
007already been transferred to the school. Um, I would also advise I'm sorry, the microphone cut out there. I don't know if it turned off. hold it more in front of your face or if it just turned off. Can you hear? It's not working. Sorry. It's just we do have folks online that watch this. I want to make sure low battery. Sorry, I didn't mean to interrupt you, but he test. There we go. Okay. Sorry, I think it cut off right as you said you'd reached out to Mr. B. Yeah. So, we well we reached out to Mr. Bholson. He said he would um take it up with the business director of good services. So then we the next communication we received was from a Brian Brandt um who is the director of business services at
008the district and told that our account had been inactive for a year and that under district policy the money had been transferred to the school and he advised us to reach out to the board um going forward. So here I am. Um and I I just have a few concerns I'd like to raise respectfully about how this was handled. First, we were never given access to this account. Um, we we were asked by Mr. Boltz to provide it with three names um for our class. One being the student body president um and then it was two other student council members, me being one of them. And we never signed any documents or received any account information. And we were never in a position to make the account active in the first place. We are just
009simply under the impression that we could reach out when we wish to use this money as long as it was for our class and not for personal use. Secondly, we were informed um or we were never informed of the one-year inactivity policy and that includes when the account was opened um or at the one-year mark where the funds were transferred and we were also never notified that the funds were transferred. Third, um I'd like to say that the policy itself requires that a transfer be made on the recommendation of the principal and with the approval of the district administrator. And I'd like to just possibly get some followup as to whether this process was actually formally followed. And fourth, I'd also like to point out that the policy cited um the policy is policy 6611A
010um so by Mr. grant specifically applies to student activity organizations that are being terminated. Our class was not terminated. We graduated. We are still here. We are still connected to this community and we fully intend to use these funds. Um this policy may not have even applied to our situation in the first place. And then finally, I just want to reme remind the board that our class never got a prom among many other things due to the pandemic and that money was raised by us and our families for a specific purpose in mind and co took that from us. We're not asking for anything unreasonable. We're just asking that the district make this right either by restoring the $750 to our class account or by directing an equivalent amount toward our reunion. Um, we raised
011this money. We followed the instructions we were given and we deserved better than to find out that it was gone when we finally came time to use it. So, thank you for your time. Thank you. And just so you're aware, the board can't take any action on that because it's not on the agenda. However, I I will follow up on that. Sorry, early on you gave a dollar amount 7 $75311 aside, I believe. Okay. Sorry, 56. $753.56. Thank you very much. Anybody else here for public comment? All right. Then next up on the agenda is going to be our policy and community engagement topics. First up is going to be the consideration of the 202728 uh student trip to London, Paris, and the Alps. Mr. Clanker. Hello. You should just pull straight up. There we
012go. Okay. Um, in your uh board packets, uh you should see a flyer for what the uh 2028 spring break uh trip would entail. Uh this would be a trip uh London, Paris, and the Alps. We haven't been to London in 10 years. Haven't been to Paris. Well, Paris uh we were just a few years ago, but by the time we would go again, um none of the people who are in high school now or who were in high school then would still be in high school. Um and then uh Switzerland and uh on our way to Munich, Germany tend to be very popular uh locations. Uh the only uh difference between uh this trip and previous ones that have been approved by the board um is that uh we are going to be traveling
013through a company called World Strides. They have a reputation of being a pretty high-end uh company. They I I got bids from the other companies that we've traveled with in the past and this one offered a much better trip than um another company that uh was at about the same price. And for another company that was about the same trip, um they were charging $1,000 more. And so this uh fit into a very nice place and I thought it was the best trip offered and um it was right at the best price. So um we aren't looking for any u funds or anything. The only thing that we ask for is approval of the the board so that uh we can enforce school rules on the entire trip. Um, and it also helps us uh
014making sure that um students are able to um make up any time that they might miss and that we can have chapments um to go along. Great. I'm happy to answer any questions. There's quite a few people on the board who have either traveled with us or have had students uh children travel with us. So, um yeah, they can speak up too, I think. Any questions from the board? Oh, upon approval, when do you um present this? Like how long do families typically have then? Yeah, this is was one of the things I had tried to get on the last board meeting, but uh um got the information in too late. And so it says that registration would have to be by the 15th of May that I have gotten extended to the 28th. And
015I'm planning on doing aformational meeting um get approved um Sunday evening um this coming Sunday and then anybody who isn't able to be at that meeting um I'll have information to be able to share with them and the um there's a $400 um discount code that uh will stay in effect until the 28th. Um, usually what I end up doing is doing another um, sign up drive um, during Eagle Fest in September and the companies really want people to travel. They want our our buses full and so they'll probably give another discount code. It probably won't be the same 400. It'll probably more like 300 or 200. But uh, um, yeah, that would be available in the most likely. Any other questions from Dor? Is there a motion to approve the proposed 202728 student trip
016to London, Paris, and the Alps is presented? So move. Second. Motion is second. Any further discussion? All in favor say I. I. I. Any oppose say nay. Motion passes. Have fun. Uh, next up is going to be our policy updates. history. Dr. Ernest. Yeah, no changes from last time. You do have a summary of um the the changes for this time around. The one thing I will say that and I'm not trying to muddy the waters, but um Valerie and I have a meeting on Friday with our Neola representative to look at policy changes in association with act 88. Act 89. Act 88 is the new grooming definition law. And then act 89 is the law that says that school districts must have certain things in place such as having very having more restrictive communication
017avenues and devices between staff members and students. So, we were requesting approval of this tonight, but please know that in the future you might see other tweaks to this because at 889 our more recent laws, March of 2026, but we have to have that in place by September 1st. to review myself. Nothing changed from last time as far as first reading, but you'll see more updates probably to these policies or at least the policies that align with the new requirements for act 88 and act 89. Any questions from Gordon? Is there a motion to approve the policy updates as presented? Second motion in a second. Any further discussion? All in favor say I. I. Any oppose? Say nay. And that motion passes. Now we get into reports. First up is going to be our athletic
018director's report. Mr. Peterson. All right, you hear me? Well, thanks for having me. I put together a few slides for you here just to share some things and at the end I'll have some you can ask me any questions you might have of anything. So, just kind of have my my first slide here is just my information I kind of share with my parents and players and your code of conduct. Um, next here's just kind of what I also share. So, I just talk about myself here. My my purpose is to inspire and passionate work ethic and our coaching staff and athletes. Uh here at Jefferson, we provide uh purpose-based activities that support our district's mission of empowering teachers together. Our goal is to build relationships, create memories, and instill values of empathy, integrity, and
019perseverance. Those words all kind of came from our coaches training with inside, which I'll talk about later. Those are the three kind of character things that kind of came out of all of our coaches. Our goal is to plan and prepare to win. However, our purpose is to build relationships, that sense of belonging, create lifelong memories, and still our shared values. So our success is not only measured on the scoreboard, but how well we stay true to our purpose and shared value. So all of our athletes at the end of each season answer a anonymous survey on our our program and our coaches. And three of the big things I want to see some yeses on are did I develop lifelong relationships? I felt valued and belong here. Did I create lifelong memories? I founding
020at the sport I love. And did I learn some lifelong lessons? I grew in the values of empathy, integrity, perseverance. So this kind of goes along with our um inside of coaches training which I'll get to here in a little bit. Um, just you guys know what those those uh terms mean by sharers with our athletes and our families. Um, just to give you a heads up just all of our sports that are offered. I know you're probably well aware of it, but you can see all the sports we have. I'm not going to read each one, but you can see our coaches. So, you have that in your PDF just in case you're wondering, you know, who is our staff. These are our paid coaches. We have numerous volunteer coaches as well. Um, right
021now we do have a few unfilled positions. We have a couple of assistant girls basketball positions that are open. Um, and then we also have a gymnastics head coach open right now. Um, as coach Miller has stepped down, she's made it work for a long time with her job, but it's getting tougher and tougher. Wouldn't be surprised to see her back in some kind of role, but we'll see where that where that leads us. Um, but most of our positions are filled. Um, on the bottom, I put that link there. We're going from our school, which was where we used to see our schedules, to a system called Bound. And so in the state of Wisconsin, just to keep this quick, our school got bought by Arbiter. And then half the state is going on
022Arbiter and half the state's going to a new program called Bound. Our conference went to bound. So I've been through three different things this year trying to figure out schedules for next year. So hopefully everything works out smoothly. But this that link on the bottom is where you're going to be able to go for next year stuff. Not everything is on there right now, but that's kind of a future where we're going with that. So just wanted to show you some if you can take a look at those coaches. If you have any questions, let me know on that. We have a great coaching staff, which I'll talk about later in my appreciations, but uh sometimes if I don't know what programs we have and who's all coaching. Um just I wanted to go through
023historical sport participation. You kind of take a look at that. Um can I click on that J? So this was put together by Mrs. Ganzer for me. She just kind of has a historical participation numbers by sport. I just thought I'd give you a quick look at this so you can just kind of see where we're at. Um there's two tabs to it, but so you might see some numbers going down. Obviously, you guys know our enrollments going down also along with it. But um for all the sports that we offer, we offer a lot of sports now for our size of the school and some of the levels. We don't have three levels of girls basketball anymore, for example, that's kind of always on the edge. We have some JB2 games we mix in
024softball this year. lower number for mixed minutes and JV or varsity reserve innings, but you just kind of see where we're at with numbers. And then the second tab just kind of tells you like our student count. So our population each year, which you can see has kind of been going up and down a little bit. This year is obviously a little smaller, but we al we always have more participants than non-participants as you can see by that. So just wanted to share that with you because I had that data. I get that asked a lot about our particip participation. We report this. the WID also um we have to break it down by um female and male athletes and then who's who sticks out the whole season any open in the open enrollment or
025um sorry homeschool students things like that so any questions on participation while I got it up there thinking later we'll have some time for that too thanks all right yes this I referred too earlier. So my first year as AD, I started looking into this. I started getting emails from the NFL. They are kind of associate the NFL. Joe Roman is a former NFL player and they started this initiative called Inside Out Coaching. It's all about transformational coaching instead of transactional kind of what I talked about earlier. So I did a I did uh numerous trainings on this myself and then we opened it up to by me opening that up through my training, I got some training open for our coaches. So, all of our paid coaches, I'd say about 90% right now because
026we had some turnover, have done at least there's two different levels of training. There's an initial training. They kind of take you through like why do I coach the way I coach? Who is a who is a transformational coach for me? What are my what are my pillars of my program? What are my success strategies? What are my goals? What do I want my kids to get out of the program? So, it takes them through a little training. It's probably about an hour, hour and a half. I get to see that. We go through and talk about that during our uh preseason meetings, even in the season meetings as well. And then there's a second part which is like a renewal at the end of their season. So I said the majority of our paid
027coaches have gone through all this. I'm not going to click on this but you have it on your you have it on your PDF I believe. You can take it through. It's all based on a book that Joeman wrote. Pretty pretty good book. I read it myself. Be honest. I haven't read a lot of books since I graduated but this was a good one. Um but yeah there's just I have the training portal for the coaches here if you want to see what it kind of looks like and then there's just a generalformational thing about that. So, I think it's been a great thing for our coaches. We really sit down, it just connects to our evaluations with um those three questions I talked about earlier and our player surveys. We sit down, have a
028good conversation, and it's just a good way to reflect on the season and what they want to do different for next year. So, once they've done those two things, they don't do anything else with this, but we still talk about it as we go through. Just some points of pride. Uh I just have fall and winter. Obviously, spring's still in session, but you might notice, you're not going to read them all, but we've had some, we've had multiple conference champions. Um, volleyball won for the first time in many years. Wrestle won for the first time in many years. Uh, girls basketball won. Um, we had multiple multiple individual academic all-state athletes. Our coaches have to be part of associations to apply for these and every association's different like the levels of what they require but
029our coaches that's part of their expectations is become a part of their association and obviously um nominate our athletes who are meeting those criteria. We had football had one individual academic all state also a team academic all state. Um girls basketball had a team academic all state like two in division two. Um we had six academic all state winners in basketball. We had a state qualifier both in wrestling and and gymnastics. So, there's a lot of good things there. Put a few pictures up there of some of our teams. Girls wrestling with regional champions. So, right now, I think softball won tonight, so they're one away from clinching another conference title. So, that'd be another one. I know baseball's in the running. Um, but we're have some successful spring sports going on, too. I just
030didn't have all that up yet. So, maybe next year if I do one, I'll add the spring into it. So, see, um, other updates. I want to put the booster club on here just to give them a shout out. So, basically, they donated back so far this year in concession payouts, $27,000 to all our teams. Um, that all is from parents and athletes working the stand. They get paid by the hour. I get a check and I go put a th000 in this account, a th000 in that account. So, they give back a lot. They're they they're very generous towards our huddle package. Um, giving us 8,000 a year for their 80 huddle package, which all of our teams use. They're starting a new thousand scholarship for a senior athlete this year, which is new.
031They do that all through concession hours. We're the Eagle Egg drop, which is pretty cool with the helicopter. You guys have seen that pretty unique event. Um, and we also had our second annual sports car show this year, which raised over a couple thousand dollars. So, um, they they're they're always very supportive of things and we haven't had a lot of requests from coaches to get money from them because you're getting money through the hours worked. Doesn't mean there won't be some things coming up, but um, as you'll see later, our our sponsorships, I'm able to really supplement a lot of our programs, um, with our sponsorship monies from the community. Uh, just a real quick thing on this. So, I know I we can't talk to you about this a few months ago. Um,
032just talked to the Keen family today. Actually, I was at his house. Um, we're hoping to break ground either Friday, Saturday, or Monday of this upcoming week with galllets. Um, that is the plan right now. As you know, with construction, things can change. Um, that's a plan. They're hoping to get at least the first part, the concrete and stuff for the building part done, and then they'll work on the seating area later. So, that's kind of where we're at right now. So, you probably saw some stakes down there. It's all staked out. Just waiting for Gail to be able to get in there. Um, the plan is this weekend hopefully. Um, so we'll be fencing some things off down there. So we are going to have some people have to move down the baselines to
033watch gains, but that's just, you know, with the project we're have to do that. Um, one thing I wanted to point out is just, you know, I've been coordinating with J with Mr. Keen and city officials, but he's in charge. He's aligning up all of the um bids for for all the work being done. He's choosing the contractors. That's not anything to do with Mr. Graph, myself or the school. I'm just there to help. like I helped him find some seating quotes today and some options for seating. So, I'm just kind of helping that way. But in the end, he's he's done a lot of projects obviously, so he's in charge of picking all that. So, if anybody asks you about that and say, "Why do you pick this person?" Yeah, I'm talking Mr. Dean.
034So, um I don't know a lot about that, but just wanted to just want to point that part out. I just put in here how I support our athletes. So, but the financial and facil uh facility supports will provide equipment, uniforms, and facility needs via sponsorships and obviously funding from the school. Uh sponsorships are just a huge part of that. So, we have a tremendous partnership with many community members. I'll be going back out again this summer, renew a lot of our four-year deals. I started four years ago, so I'll be excited to go back out there. Um so far, everybody's renewing that same level, which is awesome because we would be able to do a lot of things we do without it. Um, so that's that's a major part of what I do. Um,
035I assist with field maintenance and preparation a lot. You might have seen me mowing lawn before. You might have seen me dragging fields, watering fields. Um, so whatever I need to do, I just try and help out and do. And our maintenance staff is awesome. Uh, we work together really well. Um, mentorship and academic support. So I try to I try to meet with you guys a lot oneonone. I when I start seeing progress reports and and things like that, I try to pull his mouth and say, "Hey, what do you need? What do you need? I see you're I'm hoping you're going to be eligible for the next sport. So, I try to meet with kids a lot. I talk in the hallways. Um leads to uh students to leadership sport conferences. You see
036a picture here and probably went to uh Stevens with four four students recently and they came back that same day and one of them actually gave a speech to the softball team based on what she learned at our conference. It's pretty cool because I got to watch that. Um and just presence and daily engagement. I'm sure you guys see me. I try to get to almost every event I possibly can. It's not easy to get to golf events. It's not always easy to get to tennis as much as I'd like. Luckily, tennis kind of runs itself officials, but I try to be as visible as I can there. And just, you know, interacting with students and athletes in the halls and practice and the events. And then finally, coaching and leadership. I coach basketball. You
037probably saw basically full-time. I helped with softball. Um, and I try to hire coaches that fit our vision. I think we have a really good coaching staff right now. We continue to work on that. One thing new we're looking at is launching a salt team for next year. It's called the student athletic uh athlete leadership team. Uh Karen Kleski is actually on the WI salt team from Jefferson. It takes a lot to get on that and she actually presented at our last thing. She came and met with me and wants to start a team here even though she's graduating. So I'm looking at starting something like that over the summer and I talked about those student surveys to get feedback on our coaches. This appreciations I mean I already talked about we have such great
038support from the community. Uh you guys, school board administration, you guys support me, support me greatly for four years and continue to do so. Um our athletics, you know, our staff works with me with grades and student issues and our coaches are great. Uh district and high school administration assistants, you know, everybody I'm in the district office every day and it's just great to work up there. They support what they got to do there and help out. And then a huge shout out to Tim Graphin and his staff with Greg Sish and Jared Bo Champamp and then Angie and her crew. They we work together well and they do a ton they do a ton for us with what they have and um it's a great even though Tim and I go back and forth
039a lot just having fun as you know it's a great relationship there so just appreciate all that. Uh just a shout out to our facility sponsors Kikan Stadium Bay Gymnasium for healthcare aquatic center we just renewed them uh for the next seven years if you didn't know that. So that's going to be um $5 a year for seven years. Just talked to somebody new down there. I got that renewed and obviously Keem family complex coming soon. And then I put the link here for all our advertising sponsor. It takes you to the district website. I don't need to bring it up yet. They're all right there. Got that all updated. Um so there's a lot of lot of support there. So I guess any questions for you guys for me with anything. Anything you want
040to know? You didn't hear there. I wouldn't say I have a question mark. Um, I just have a deep appreciation for you and all that you do. Um, my daughter's the only one I've had that was an athlete. And so to be introduced into that world exactly four years ago, um, I'm amazed um, and admire the energy that you show. And I even seeing the organ organization and the skill set that you have when we had two invites at the same exact time happening and dividing up amongst the gyms. Um, being at other schools, seeing how they do things and how we do things. it just is very prideful on how you handle the program. So, um just a great appreciation for you. So, thank you so much for all that you you do for
041Thanks. I appreciate that. Any other questions or comments from the board? So, you have a lot of accomplishments, which is awesome. Do do you have a lot of challenges? Like what are some recurring themes that are real struggles that need to be addressed? Well, I think I think one thing was busting, but we really worked through that. Busing was a real challenge in the fall. Winter is not as much of a challenge, not leaving before routes. But the spring, we've really worked together well with the bus company. Also, our coaches being able to drive vans, getting 10 passenger van we have is very helpful. Um, having that 10 passenger van helped me be able to send, for example, the softball team and van instead of a bus when they only have a varsity game. It
042was very hard to get obviously in the spring or even before route. So busing was a challenge, but it's been we've been really figured out and we've been able to work through it and everybody's been able to get we've not had to cancel the event because of that. In fact, I think I drove a bus with some middle schooler track to fort one day because I had a package man who could one bus and I threw in some in the van and took them down. So um that that's that's been a challenge. Um obviously that week of all the severe weather was a challenge a few weeks ago, but we got through that. I think we're only going to be short one softball game. We did miss one track quad that we could not reschedule.
043Those are hard to reschedule um due to that weather that week. So, it's weather's been really good lately. Cross our fingers to finish strong there. Um you know, other than that, sometimes finding coaches, you know, trying to replace coaches, uh find solid coaches who can commit. I think it's just different than it used to be when I was coaching three sports as a teacher. And now you have a lot of our coaches are doing one sport. I think today's day is a little bit different. Other than that, I mean, those are the main ones. I'm sure there's others, but those are the main ones. Thank you. All right. Thank you very much. Thank you, guys. Next up, superintendent report. Dr. Ernest. Well, while he's still in the room, I just wanted to say thank you
044to Mr. Peterson as well. Um, board member Mc William actually brought up the idea to have an ad report a while ago. I think it was an idea that uh she received from the state education convention. So, um, I think it's important we'll put that on the rotation, make sure he can get us himself in front of us once per year. So, as you know, he's at numerous events. Uh, life of an AD is pretty busy one. Um, and want to say thank you for all his hard work. All right. Uh, my information this evening, I want to start out with a positive one, and I put it on the notes there. There's a bipartisan deal was announced today to uh increase the the general uh big headline news is to increase the uh amount
045of special education aid to districts could be up to 50%. Um, and that is more than what we conservatively budgeted. And this is important because we transfer money from fund 10 every year to fund 27 because what we have for special education budgeting and funding does not meet the needs of all of our students. So, that could be a positive uh in the future for our budget. More to come on that, but we we'll take the good news whenever it comes our way. Uh the other thing that I put uh in public cont content that I want to point out is this is from the WASB. It's setting the record straight uh countering claims against public education, public schools and we all know that sometimes uh public education can be under attack. I thought this
046was a really helpful article and our organization that we belong to as school board members um is advocating for the rights of public education. So you can take it uh take a look at that. Um some of the things out there as far as you know referendums would not be needed if we manage our our money better. Those types of things that you'll sometimes you hear out there. um and setting the record straight just looking at the fact that we have not received um funding in Wisconsin that even comes close to meeting inflation since 2011. Um so I put that resource uh for you to take a look at. Uh and then um the other thing I want to talk about if you want to click to my memo uh is some information out there
047just to keep you all uh aware. The parent and staff surveys, they wrapped up on May 1st. So Valerie and I had a had a phone conversation with school perceptions. They're preparing a report for the second meeting in June. Um so that's Rob Muse from school perceptions and we have some good scores just preliminarily to report plenty of scores in the 90th percentile and some of the 99th percentile. Those are in our lake district survey group. Uh, and as I mentioned, we've done these surveys. Both parent and staff surveys are all tied to our 2024 2029 strategic plan. And then uh the next one I have on on my memo is uh just a good and loud a positive uh point of pride. It's called Girls on the Run. And I was at West Elementary
048School not too long ago and I noticed this group. Uh it is a national group called Girls on the Run. And I want to give a shout out to our four coaches, Jenna Bombhoffer, Chris Haye, Heather Featherson, and Jessica Krauss. Um, it really is talks to to girls about confidence, character, care, connections, and competence. And then they end their sessions with going for a non-competitive run. And so that's uh kids at both east and west in town. Um, similarly, different but similarly, um, at Sullivan, they have something called Walk and Talks Club. Um, so I want to make sure that I include Sullivan in there, too. But Girls on the Run, if you click on it, it's a neat nonprofit organization dedicated to empowering young girls by integrating physical activity with life skills development. So,
049thank you to those staff members for growing up and beyond. And then the last thing I have this evening is a strategic plan update. Uh a while back we talked about having some student data and uh that's uh Mrs. Grundle's cue to get her uh information ready. So uh we talked and uh we want to share some web plus data with you. That's 4K through second grade. We'll have other data readily available at upcoming schoolboard meetings. Right now this is the one thing about data. It's great to look at when it comes to student achieve achievements. Sometimes it's a lagging indicators. For example, look at the state report card in September and October. Um, and it's released in November. So, this is a good example of something that we can show you now that happened
050pretty recently. So, I will turn it over to Katie this morning. Uh, good evening. Uh, so this data is the early literacy screening data. Um the reason it's here and ready in comparison to our other screening datas that we have, most of that's actually going on right now um in the school. So we'll be ready for the next two weeks. Um is in act 20. They required that the early literacy screening day um occur prior to the 45th day, 45 days to the last day. I'm not sure the exact language, but let me explain. Our last day is June 6. You have to count back literally 45 days from that day. School school, no calendar days. Um, and your screening must be done before that 45th day to that. The reason they decided to do
051that was because they wanted to allow for the opportunity to continue to intervene for the remainder of the school year instead of giving the day up and then you only have two weeks left of school and you can't do anything. Not saying we don't do anything with the data. That is totally natural. We actually go and start booster groups the following school year for all the other information. So this is only grades 4K through three. That is all that is finished and it's only reading because math will come for elementary schools because they're finishing the training right now. Um so this uh is the required assessments that are required by the state of Wisconsin. Um under act 20. Um, you'll see all the different assessments in the grade levels, the amount of time it takes
052to administer. Uh, please know that most assessments for K, five, and one are all one-on-one with the teacher. There are no test assessments in grades 4K, K. The test assessments start in grade two, and that's only vocab. We do additional assessments on top of these because we don't feel that um this hits everything that is um in order to hit all the different strands. If a student scores at risk on any of these assessments and we're required to uh administer diagnostics, so any student that scores the 25th percentile or below on um certain assessments are required to do diagnostics in all different categories um of the rating. Um, so one thing that's really important for everybody to understand when they're looking at last year's early literacy screening data to this year's early screening data is
053they updated the norms. Um, so what does this mean? It means that it's very hard to compare last year's students and their scores to this year's students when you're only looking at percentiles and risk levels. A student could have scored the exact same raw score. Let's make believe the score is 15. that gives you a very different percentile and that 15 also because it gives you a different percentile might make you fall into a different risk level. I'll go over that in a moment. The other thing that is majorly changed from last year to this year is last year's risk levels for um early literacy screening for first grade was only based on the horse which is the oral um reading fluency. this year is based on the reading composite score of the early literacy
054screener. Um so it is taking um together the word reading fluency word fluency and the oral reading fluency. So all three of those assessments go together to give you a composite score. We were happy of that change. We did not like that it was just based on the ORF. This is a much better picture of the students ability. Um, so I wanted to go into a little bit more detail so you're going to understand the fall scores and why we believe um, they might be a little skewed. Um, there was a link to this right there. So you can see um, it's larger than the picture that was on there. Um, but you'll see that a number of scores dramatically changed from last year's cut scores to this year's cut scores. Um, remember this is
055a national normine. So this is not just what's happening in the state of Wisconsin. This is across the nation. Um it just happened that awesome them adopting as web as the um screener. Um, and so you'll see big things and I highlighted the uh under 5K I highlighted the two assessments that become the big assessments in um 5K and the three assessments in first grade that make up your at risk screening um scores. Um so if I take for example letter naming fluency a student is coming out of last year or the previous year in 4K in order to be at risk would need to be uh greater than seven in the pre in to go into first grade they have to be greater than 19. So you'll see that's a huge jump and they
056didn't get any quote unquote instruction. Now it's going from a two to a six. Everyone follow how this chart works. So with those jumps that are happening over school years, what we're finding is those false scores are a little skewed and we believe students are actually more at risk than they are showing up in those fall datas points. Um so that can go for multiple assessments on here, not just the one that I pointed out. Any questions about this before we move on to reorming? I guess I I've struggled to follow this in that you have some highlighted, but they're not you're telling us they're not all getting assessed on the same things each grade. Correct. The 5K pink ones, those two are the assessments that are used to define at risk. So you 5K
0575K 4K coming to 5K. Yeah. So like a a 4Ker that comes in, they're going to take it in the fall right away. They have to take it within 45 days of the start of the school year. Um and they will be defined at risk based on those two assessments if they're in 4K. Well, when they come from 4K to 5K. So at the start of your 5K they're not going to be the at risk is not on initial sounds whatever none of those you we give those assessments but that doesn't mean at risk is it doesn't it doesn't really it gives you data but it doesn't add their exact yep so we list those because teachers need to know when the 25th percentile is but it's because that's where at risk is defined when
058it's not at risk for PRPS and there is no at risk for for second and third graders uh second and third graders sorry is uh based only on the oral reading they got they don't have a comp they have a composite we get the composite because we give all the tests to get the composite but the rest is only defined on I wish it was on a composite so the assessment you said was done one student to teacher essentially yep 4k K, 5K and more. So, is there another level of like review of that assessment? Because like um would there be like any change in data based on who's doing the assessment like perspective wise? So like if I'm at east and there's one person doing it, I'm out west there's another person doing it.
059Are they assessing like do they have the exact same baseline? They're working from the same. All teacher, all teachers have to take um assessment training and be certified to give the assessment because there's an assessment protocol. Literally, there's a very thick handbook they have to follow step by step to make sure the assessment is given the exact same way. Right. Now, is there another level above that after that's done? So, like is there somebody that reviews like kind of like you're doing now? Yeah. Sorry if I misunderstood your question. Um, yes, each of the teams and Jay can dive in here that we have data meetings after each one of the screening windows. Um, and so the reading team and the principles will meet with with each grade level team. They'll review the data. They'll
060identify the students that are falling at risk. They'll assign and really create this ginormous map and place kids into this kid needs initial sounds. So, we're going to put them here. This kid needs phmic awareness. If we see something that we feel the exam maybe that day that the exam maybe the score was lower than we thought or maybe it was the proctor gave it was way higher cost then we would reassess or so we can check the stat. Yeah. And anyone who scores below the 25th percentile honestly gives a whole new move of assessments outside of the required ones. Thank you. They're called diagnostics. Thank you. They would give you an abundance of data that you wouldn't even know what to do with. Yeah. Um, so I just want to make sure we understand
061uh this difference in um normine because we felt that our fall data was pretty skewed compared to where we actually felt our students fell. We felt that many students who were at risk the previous year and we still believed were at risk scored at proficient levels. We're no longer at risk in the fall. We continued to service them even though that happened. And we were then right when it came to the screening in the winter when you saw big jumps like you had to go from uh greater than six to now greater than 26. That's a really big jump in the proficiency level from that fall to that winter. Um let's so I'll start I'll kind of go by each grade level kind of and by each um assessment breakdown. So, the first one is
0624K. In 4K, you'll see um they had two different assessments. They're only required to give one assessment to the fall. We really are all about welcoming you to school, but we don't want to pull you one and assess your So, Capidale, we have one. You'll see um that the fall is greater than the spring, just like I kind of explained. And then in the spring, they had letter words on fluency. That's a percentile of um I can't see that 83 and 69% um and then we have 72% at proficiency um in our letter word that's very comparable to last year actually and um our trends in where kids are screening wise um for their proficiency levels. Our goal is always to be at 18% proficiency or higher. Um that means our tier one instruction is
063working the way we intended to work. So the next assessment is grades K and one. This is the early literacy composite scores. Um so kindergarten is the early literacy composite score that combines two assessments. The letter n fluency then the word letter word sound fluency whereas first grade has the three assessments that I explained before the word uh reading fluency outside word fluency and oral reading fluency. The compositors are what defines at risk for grades K and one. This is com combined K and one together on early literacy um scores. you'll see a higher score in spring or in fall um like what like we kind of predicted would happen. It fell in winter and then we can right now we're sitting at 55% of students who are proficient know that the at risk level
064is the pink or the red and the orange. The yellow is on the watch. So they're not proficient. they're above the 25th percentile, but they're not above the 40th percentile. I would have to look that up. This breaks down that same data even further by school and by grade level because we know that K and one are two different cohorts. And we also know that it uses two different assessments um to create those composite scores. Those give you a minute to look at those. What I'm proud of is although we didn't beat our fall scores, um, every single one of them set one had a growth from winter to spring. This graph um, shows our change over time. I chose to do from winter to spring just because we felt that those outlier scores happened
065in the fall. Um, and you'll see that 24 kids moved up, 25 kids moved down. Pretty comparable. This is just categories though. This is not the number of students that grew, right? I could have grown them, but I stayed in the same exact category as I was before. Um, this is oral reading fluency. So, this is grades two and three. That risk is only defined by this test at those two grades. Um you'll see uh the top one is a combined grades two and three then it breaks it down by school. Um the reason I did not break it down by grade and for the early literacies I did want to have singletons out for what each teacher did and if I did that and didn't have combined grades so I made it to stand
066out as a single teacher that was that make sense just for a public report. I didn't feel that that was fair to our staff. You'll see um that each one of them had growth from winter to spring which is awesome. Um within that some of them started to approach even where they were in the fall which is awesome. This is by grade level but not by school. All secondary together all by this one had a little bit more dramatic level changes. Um so more students moved up than moved down categories in this case. So 30 students moved up the category and 11 students down. This is our early literacy uh composite score of what students were at risk and where we wrote reading plans for as required by the states. You can see how it
067kind of went for Graves K one two so on from the different um sectors of it. uh know that grade three um I got to look into the status student by student a little bit. Grade three should never actually exit um even though they might have um because the law states that you have to be um proficient on whether pass and become proficient on the floor exams always be until the four exam scores which is at the end of May. Um and because of weather, they delayed it a whole week and we get it. Um they extended the testing window for forward because of all that severe weather, that same severe weather that Mark was talking about. Um because some schools closed and they didn't have enough time in their window to finish it. So
068we now will have two days before the school exit all the graders to become proficient. I don't know how they're going to do it, but elementary staff or the rocket kind of Um so whenever we're looking at this data from a district level we also look at it from the building levels um we analyze it at a lot deeper level. We talk about root cause analysis. We talk about theories of action both at like our tier one instruction but at individual student levels too. All these reading plans they're individual meetings that happen around each kid. What are we going to do to support this kid to help them grow? How are we gonna ride this type of intervention? Once that intervention is not showing growth or is showing growth, what are we doing next? Wonder
069after each round, we have a data rounding calendar. So every six to eight weeks, depending on how the school years broke up, they have three meetings about each one of these kids and watch their partnering data through that time. Um, one thing we're all excited about is to move beyond initial implementation of benchmark advance. So teachers, I just met with our build or our little coaches last week and these words and then I literally pulled this up and typed that right in there. They're going to shift from moving to daytoday planning literally just what am I teaching today to shifting to like differentiation and instructional practice because they're not just living the I'm pulling out the manual and trying to teach this. Now I get to look and say what do my kids actually need
070for me to provide the instruction that is there for them based on what the curriculum has to offer. So it's going to be a great shift in the way that we're offering the resources that are aligned to this. Um with our new schedule that Mike Nikki and I created we um gave teachers extra hour time like our guidance counselors actually teach the guidance in our library professionals through the library. So we schedule it that you get a half an hour with your fourth grade teachers half an hour in each which equals together an hour and then at times our reading coach you get to meet with the grade level teams and it's designated every week along with our specialized teachers. Uh and what that allows us to do is besides just planning the dayto-day lessons
071is the interventions and the differentiation that is needed because even if you don't have an IP or you're not a EL student, we know that those differentiation tactics help every student. Um that actually goes into number three. So develop coaching and support for specific grade levels. Now that we have um our data back from this year, what where are the spots that we want to strategically provide more intervention or provide more coaching support for tier one? Um we use that same data from last year to help define where that is going to fall this year. Um so we'll do it again for next year as kids roll from year to year and we can look at well this teacher might need this or this teacher switching a grade level and now teaching something brand new
072that they've never taught before. We need to provide coaching support for them. Um continue professional development of high level routines. Um we are looking to switch to vocab. We were on foreign language. Um now we're going to switch to vocabulary. There's a subtest of vocabulary. We give um an audio vocabulary to the younger grades and then um a computerized vocabulary assessment to the upper grades. So we're going to start monitoring that. We were just looking at that data um today. in our early literacy team. Um we saw growth across all grade levels. Um but we again would like that at 80% to notch around 70%. Um and then for continued refunding interventions and support for at risk. Um we know that there's some areas of intervention um within each of these assessment types that we
073would like to continue to build. Um just starting on May 22nd, we're providing um a new intervention um aligned with uh really great reading um called phonics blast. So they're giving training on that for implementation for next year knowing that that was a lower area of our uh intervention opportunities for students. I think that's it. Yes. Any questions? So for like an at risk, somebody is go find his at risk. Oh, like two of my sons had each like they, you know, early on and so they would get time set aside, they get pulled out, they go do one. Is that very similar with their routine as well where they get pulled out and they'll do one-on-one reading with teachers or a I would say it depends on um what the diagnostic assessments are saying
074to us. So um and the level of need right um so some of the interventions are happening with classroom teachers some are pushing interventions that are happening with reading teachers and some are completely pull out interventions with reading teachers so it all depends um some interventions are not even reading teachers and might be happening with a special ed teacher and they might be happening with an EL teacher um that we would find that the language acquisition is more impeding than some of the other things. So, it all kind of depends what the diagnostics is telling us. Thank you. Yeah. I just um my my question is really just understanding how this data is presented. When you just used that last uh term, you said we'd like to be closer to 80% instead of 70%. And
075am I not looking at this correctly? When I see numbers like 56, when I said that, that was about vocabulary assessment, which is what we looked at today. Okay. I was like, I'm looking at this data, I'm like, I don't see a lot of numbers that I would like to 70%. Yeah. Okay. So, um, when when you're talking about goals, ultimately you'd like to see the numbers for all of these things be closer to what? Uh, research will say that if you have 80% of students uh, proficient or close to proficiency that you are your tier one which is your universal instruction is completely covering. Yeah. One thing to note though, when you're looking at this data, we're saying this number on that far right side, that's who's above that proficiency mark, but there is
076an like an onw watch. So that's the yellow group. If you combine those together, we're getting closer to that 80%. That is above the 25th percentile. So that on watch is the 25th to the 35th percentile. that that's kind of like you could go one way or the other, you know, type of situation. And is it is there any data or like research that shows a percentage of the on group that falls by the end by the beginning of the next school year versus ones that end up kind of they get there with that summer gap and you know like I mean because I feel like we're looking at the data at the end of a school year and now we're going to have this huge academic gap which we always have in the summer
077and the summer slide. Yes. Do you know how what percentage of these? I can't I can't say on this assessment because of the change of the norms. So the change of the norms took kids that were proficient and made them most likely more proficient or kids like it was a big shift of the number of kids that were proficient. So those bubble kids could have been scoring right around the odd watch time, but because the norms dropped, they now became proficient, but they didn't score any better or any worse. Do you see what I'm saying? We need to have consistent things that we can compare apples to apples to to get you that. I can do that in like a fast bridge assessment that we've been giving for a very long time that hasn't changed.
078So sorry I cannot get that right off. I I mean I could but I would have to manually calculate all that and not put it into a system. But to your point I think that's like J said in the beginning a lot of times we'll pick that data and we do the blue at the beginning here before we even take the assessment because we don't want to we don't know where that kid is in the summer right they go up or down. So what will you do no matter what you get or even if it's in the classroom with the teacher like during the walk away time or if it's still with the reading? Yeah. So the Monday of the last week of school reading teachers don't run groups the last week of school. I
079meet with all the reading teachers and we do data around we literally plan for all of next year. Part of that plan same with math intervention is part of that planning is to go what kids are currently not meeting their progress monitoring goals. what kids are we not exiting. We literally go through every single support plan and decide are they exiting? Are they um continuing intervention right away at the start of the school year? Are they going to referral for special ed um at the beginning of the school year? What's happening? One thing to note is because of our act 20 policy, some of the reading plans of third graders will be continuing into summer school and we'll be continuing to progress monitor in summer school. We are going to start small and do the
080ones that were required to by policy um and then eventually, you know, bigger. But we have to grow our systems to be able to progress monitor that many students when they're transferring teachers. Um it's not the easiest thing and some of the teachers aren't our teachers for the school year and now they're hire teachers and how do I give them access to systems that we don't typically give summer school access to and we don't mandate um summer school we just highly recommend it to the folks that are sitting in red and orange and yellow correct we according to act 20 the kids that are in on ranking plans They get a formal letter saying we really really want you to attend. You cannot force anyone but they have to be given the opportunity to be
081here in school. Anyone that is at risk below that 30% or 25th percentile automatically get that for both math and reading. Um and then we handpick other kits to be required for that weren't recommended because we don't provide green transportation all of those things. We can't I mean we have bus stops but we don't have doortodoor pickup. Any other questions from the board? I was just going to wrap up by saying hopefully that this presentation, this update shines a light on work done for N20 accountability and then also the heavy lift by administrators, teachers, etc. effort to make sure that we're doing the best we can. One other act 20 update that I fortunately is not good news is we did apply if you saw it come through DPI's news feeds and such. The reading
082coaches have been announced uh that we're going to be funded under act 20. Um we did apply for West Elementary School and unfortunately we were not one of the schools that were selected. So um we did put our eggs in the basket but didn't happen. So we will continue our good work with all our guests. Thank you. I didn't want to get you short. All right. Then finance and operations. Uh first reading of revisions supplemental compensation handbook. Yes, good evening here. Um first read as said uh for supplemental compensation. So this year focusing on um trying to do a little bit of a deeper dive on some of our areas. This year athletics a little bit of a deeper dive. Um and so the uh summary changes in yellow. I'll try and group into just
083a couple sections. Um the first ones are more uh I guess changes to current existing structures. Uh so two primary there were translation budgeting um just with um additional students that have come through transfer services trying to make sure those are new kiddos to our district that we are allowed to provide funding for specific services for them. So uh that that individual amount uh try to capture the total district allocation FFA um two years ago we had this model of a lead and assistant um in this year just by recommendation working with the team Mr. spread working with the agriculture department trying the coal model um but looking at staffing for next year um wanting to make sure that we support Lauren and uh the egg department in their efforts uh while still recognizing that
084we need support. So their recommendation to go back to that assistant overall uh that we had prior uh similar percentages as before it was three seasons if you may recall before was fall winter and spring it just makes sense to say this is what the FFA allocations are. So those are similar to what they were two years ago. Um and then the one new addition uh was we have a pretty regulated kind of process here in supplemental compensation of the school district Jefferson uh JMS art club. Um so there's a worksheet where you fill out based on the time uh needed there and just from um committee members that were able to kind of talk through that um just looking at using a comparable two three 4% which is what we do for some of
085those same after school commitments at the middle just to kind of try and maintain that. So those are the big primary changes to the actual um amounts. Um the other two changes I guess that I'd like to call out are a little bit more structural procedural. Uh the first is what I kind of have been calling within the committee a watch list I guess. Um there's a some of these positions have been vacant for uh years and while some of them are also as Mr. Peterson said, you know, we do have some occasional vacancies for coaching. One of the things that we wanted to identify and begin tracking a little bit better were patterns for those so that we can bring it as a recommendation uh for when they should be removed from supplemental compensation.
086We have a very good system for adding them, but how do we continually revise that? So, uh if there's a position that's been vacant for two years, just added a footnote, then we'll bring those back to the committee to then vote for or to bring back uh for for removal for striking it from there. Uh the other one is uh tied to the athletic uh just the deep dive that we've done for compensation. Um and so this one is um a little bit of I guess maybe it's it's it's a administrative recommendation within the committee. I guess I would say I think that's a fair assessment just from where we had left the conversation. Um and this is to use the base uh wage that is the lagging from the prior year. And let me
087maybe explain that a little bit. So if you look at the supplemental compensation, those numbers are representing a percent of the base wage, which is our step a on our our approved uh career center by board. And that continues to move forward. And so uh depending on the year, right, if we know and reach negotiations with GAA prior to uh the beginning of August, uh typically is kind of what we aim for because of some of the fall athletics and co-curriculars. Uh we're able to structure their their compensation accordingly. Uh where that can get a little bit challenging is obviously if in any year whether that be from a state budget or just negotiations are played. We then obviously are just working through a backpack situation. Um and so looking at the comparative compensation so
088you may see some information about athletics and where we compare at least for our coaching responsibilities. Uh my recommendation would be just that we uh get into a pattern of where we're using the lagging the year prior uh versus the active year to avoid that. The one caveat that uh why I'm giving this recommendation is that I want to avoid a situation that I had in my former school district and to be honest some of our local districts around us use as a practice without naming any specifics. Um, in my former district, I'll speak to that. In Mayville, we had used a what I'll call a false base where we had used a base wage in a flat dollar amounts for different coaching and athletic curriculars. In our case, it was from 201213. It's really,
089really, really hard to try and go back and readress that without completely starting um because obviously in the past 13 years, right, in that particular district, a lot has changed, but those base amounts for supplemental comp has not. So with this change, why I would recommend this is because it allows us to avoid uh some of those uh aspects of using the current year base while making sure that we're regularly updating it. Uh with us being competitive, I did budget for these funds so that it's something that we could have further discussion on. Um but those funds could also be reinvested elsewhere within the school district if Jefferson. Um so again in fairness to our committee again kudos to the team that uh whether in person or virtually you're connecting with me thereafter. Um I
090appreciate their feedback. Again this is a very right uh kind of regimented process. Um appreciate their input. Um but I think on fairness for them this would be more my recommendation and um our administration team we discussed that too and they uh I'll say they ultimately support it but they also recognize their their positions of supporting these programs and making sure they're supporting their teams. So I did want to be transparent about that one recommendation. So this is a first read. Um welcome any questions otherwise I'm happy to provide more information now or second grade. I would just it's more of a personal preference but I think you said the FFA advisor assistant advisor positions um the percentages are relatively close. When we make changes to this, I think it's helpful to see what it
091was. Sure. And then have it crossed off so you can see whether that's actually true. Like it's fine. You said it, but because it was one of my questions was literally what were the percentages. Yeah. The two when we did this, but I mean you kind of said they were relatively the same, but it would like I'd like to see what was crossed off. Yeah. And what we're proposing for the change. Yeah. Absolutely. And for this one, uh, the FFA be relatively close to this two years ago going back towards that model. But yes, I can certainly So, do you know what the percentages were for the two, three, five, and for the two CO? Um, I think they are. So, they're 12, 13, and 14. So, it's about 2% less at that uh 6
092and a half. Um but having those kind of equal splits from um the co I'm sorry, excuse me, the lead FFA assist or to the assistant. Um when we had the uh assistance to the lead two years ago, there was three of them and they maxed out at 7%. So about it was about 21%. So just for the sake of not having half percentages here um back to this I believe that's what we made previous change this year this year 12 um well 13 14 and then will um with the change in how the committee is going to unfill and decide to remove um is there a means that those changes will also then be shared with the board what was removed or wasn't. Yeah. So those ones in some way. Yeah. We'll we'll bring
093that here. I'll highlight and then strike out maybe in those instances just to say, hey, these would be the other ones that would be uh recommended for removal for that reason. Um you know, Mr. Peterson did share, you know, for example, uh you know, like here and a lot of those other ones, we're not recommending removal for that because we hope we can continue to build those programs, but also the reality as he shared of declining enrollment populations. uh just taking the time to re-evaluate that, not make anything rash. But um there's reasons sometimes too that we may want to maintain a position even if it's not currently filled, but if it's a future vision that we have any other questions from the board, right, we'll look at this again next meeting. Thank you. Now
094the 2026 27 CISA 2 annual contract and uh Dr. I'd be happy to speak on this. So this is an annual request. Um you can see the full contract there. The total renewal cost comes to $6,275. Um so one note that I'd like to make is every annual expense should be reviewed in question. What we've looked at is our return on investment for that amount from last year did uh come back and help us out especially with the unfunded mandates of at 20 coaching we get and everything else. So to repeat this is an annual expense. It is also an annual an annual action item. Uh if the board I will sign the contract and we will submit off to CISA. Uh CISAs are cooperative educational services agencies. Ours is CISA 2. It's right uh
095nice and close in Whitewater. There are 12 throughout the state and their main purpose is to work and to support school districts around them, especially school districts in their neighborhoods. And CISA 2 is one of the largest CESAs in the state has the most number of school districts in it because it includes Dane County and Rock County and Jefferson County. Happy to answer any questions. So they advertise like manage IT services, business services, that kind of stuff. But assuming that's all at additional cost. Yeah, additional cost above and beyond of this. Um thankfully we have not had to use that very often. But um they're building up their business services department for example and they're building up their IT tech services. Any other questions from the board? Is there a motion to approve the CISA
0962 contract for the 202627 school year as presented? So move second. Second. Any further discussion? All in favor say I. I. I. Any oppose say nay. And it passes. Next up, communications, future agenda topics. Any suggestions or changes to the uh agenda topics? Can we um add uh the young lady that came and spoke about $753? Um I guess I'm just trying to figure out how. So I was going to be talking with Mr. about event this weekend and um just with the spoken wheel communication I might prepare something send it to Dr. Arvis and he can spread it for everybody to review. It's some ideas that I have on that. Yeah. Yeah. Just as a comment to that I was trying to kind of do that too and I think it maybe have to
097be addressed in two ways. I think we have to restore their money, but then I think we have to look at the policy and make sure that other class accounts aren't being shut down policy. Maybe we didn't really catch because that it might since we've implemented the old uh maybe there's something in that boarding that we're executing the right policy, but it's just not right for us. So, I think we got two things to address there. It could be the banks, too, because after a year, if the account isn't active, a lot of times a bank will account shut down. So I don't know if that marries with our policy but I know a lot of times that so I don't know exactly how we'll address this in future agendas but I will be talking
098with Mr. about this see what we can do and and simply because you you help set the agenda that's something that perfect any others then announcements I don't have anything so I put a bunch of end of the year reminders there for you a couple fun things coming up Uh the protection Rotary Club has a top 10% for both the seniors and eighth graders. So seniors is May 13th, eighth graders uh May 20th. Uh and then you can see the school board meeting. We usually don't meet on Tuesdays, but we will this year because of Memorial Day falling on that fourth Monday. Uh and then um speaking of Rotary, West Elementary School EL teacher Jessica K was recently named the Jeff Rotary Club's educator of the month. That's a new program this year. Uh we
099have eight people have been named so far. One more to go to round out the school year. Right. And with that, do we have a motion to convene into close session pursuant to Wisconsin statutes 19.85 85 parents 1 CE and F to discuss contract negotiations with the Jefferson Education Association for the 202627 school year discuss staffing and personnel issues and hear the first reading of the crisis response plan and a second that'll be a roll call vote please Mr. K. Yes, Mr. Evil. Yes, Mrs. Sson. Yes, Mrs. Mc William. Yes, Mr. Nobling. Yes, Mr. Peltier. Yes, Mrs. W. Yes. But