001Aliance to the stand nation under Godis. Mrs. Fox here here. Mrs. Mclo, Mrs. Wman here, Mr. Eagle here, Mr. Right. Thank you. First up on the agenda today is going to be a recognition of the state stock market competition, Mr. I just want to just congratulate our students here and just greatly appreciate the support that school administration has. Um I think I mentioned before that one def definition of luck is preparation opportunity. uh how to not I don't believe in luck original sense that we were really blessed and these guys really worked hard and we're used to dominating the middle school division uh but this year was special this is a competition uh at top level usually dominated uh by high school teams and middle school team so I'm really proud of these guys uh
002there were a total of teams in the total competition and I'm just start prestigious but yet uh lowest ranked team uh you guys can find up here. So we have eight gentlemen uh sixth graders eth school uh division and um what's the the first rule of best club um [laughter] and last competition do you guys remember how you guys ran 10 there? Yeah, I don't exactly remember what we were exactly, but we Yeah, we got lucky the past two days. Um, or we had a big week. I'm really proud. This is his first time. We'll definitely come back. Great. Come on. Well, you better come back. I mean, that's um any thoughts? [laughter] usually does. Um, but yeah, I just appreciate especially as sixth graders coming in. And the thing that stood out about these
003gentlemen is they were like, you know, I'm just happy to be here and great that did this and I just love the attitude and happy you guys are coming back. Uh, so here you go and oops, there you go. Applause. [applause] Uh, our next place team, uh, Cameron, Liam, and Isaac. Come on up here. I think there. All right. So, these gentlemen, seventh graders, uh, finished fourth in the state and second in the middle school division. And I think at one point you guys were ranked like first or second, right? Yeah. Yeah. And it was one of those things where it was like what do we do? Uh and it's really difficult when you're ranked that high, you know, do you stay? Do you go? What decisions do you make? Um anything stand out for
004you guys for the competition? [laughter] But again, I know they were disappointed. Uh they were thinking, hey, we had a shot at winning it. in terms of their finish and finish fourth in the state and like I said second in the middle school division. Usually you don't rank that high in the state overall and finish second in the middle school division. Um but again uh yeah hopefully you guys come back for the spring if you're not too busy. And uh again, awesome job. [applause] And then last and definitely not least and so again our sixth graders uh again coming in first time with the competition. Um, what was that last couple of weeks like? You know, from an emotional standpoint for you, you got to go all out if you want to start trying to
005have fun during the process. And that's really appreciate. They had a really positive attitude. I remember I think I remember, you know, this is the 11th year that we've had this group and the the night before we just had a discussion, you know, Thursday after school about what to do. Um, was that last week stressful at all for you? Um, stressful both of us because we all like were like trying to make the best decisions possible and we'll try to stay positive and I that's what I really appreciate. I don't think I would have had the composure as great as guys been. And again, um, you know, to finish first in the state, um, they defeated Dodgeville High School has won it several times. And to be honest, considered an opportunity. We talked about I
006saw that these middle school teams were right behind you. And uh in general, what strategy did you choose to get ahead on the last couple weeks? We kind of win, but weed like all nothing and yeah, you're looking to diversify. You can't put any more than 25% of your portfolio value in. And I remember there was one time where I wa I'm watching their portfolios like a hawk and like conservative and all of a sudden you made this big trade and you're like wow we thought it was the right thing to do and obviously was uh I'll get certificate again graduate model we won the uh the yearlong competition the last we won 10 years ago but this is the first time that Jefferson uh level has won the 10 competition. uh very tremendous team
007to doing just amazing accomplishment. So awesome. [applause] Excellent. Soon we'll get you guys to run our 401k. [laughter] Next item. Um we're done with recognitions. So we're going to get into the next agenda here. Uh agenda in this meeting consists of amendments from our last two meetings. There are no um employments to announce our two reservations listed there with those. This could be divided up into separate topics to discuss or there could be motion for the whole thing. All of that. Is there a motion to approve the consent agenda including waving the liquidated damages for the resignation? Second. Motion and a second. Any further discussion? All in favor of the motion say I. I. Any oppose say nay. And the motion passes. We jump into reports here. First report with our special education. Come here.
008Good evening. I'm here with the annual special education report. Um so first I want to start um some of our update for college education data. So um currently sometimes fluctuates just a little bit depending on um students living and students moving in. Um at about 18.3% of students with disabilities throughout the district. a total of 307 students with disabilities and probably building um and I'll go over some other numbers too as far as parenting disability but the high school obviously the largest building in the 70 students middle school 47 west 62 east 74 Sullivan 39 um full private schools we do have 11 students who from some of our private schools. And then um we have one student at Link alternative placement. And then here is a breakdown of our areas. And I know there
009was a question um the number but I that um the largest area of disability is speech and language and that's 90 right now that is the primary disability. So there are 90 students where speech and language is their primary area. Um, oh is at 79 students and I know there was a question um O stands for other health impairment and they don't really break that down into areas of health impairment. Um when we go through an evaluation um the checklist that DPI has us submit does not ask for the actual area of health impairment. that just asks that there's a health condition that is interfering with progress in school. So um so OS stands for other health impairment. So with it being the second largest you can see it does cover a lot of areas
010say um commonly students with ADHD um anxiety some areas that are really has to interfere um severely with their progress in the general um uh SMB um specific learnability we have 46 students the area of autism we have 36 students STD is significant developmental delay. That is students that are in that early um early childhood up to age nine. That's a a label that gives us a chance to figure out maybe what their actual area of disability is before we go ahead and um qualify for specific area if they still qualify when when they're not. Um emotional disability we have 13 students. Intellectual disability we have six. We have two death and heart of hearing students and two visually impaired students. And then staffing so special. So we have one really childhood teacher I primary.
011um as a level and then secondary I broke it down into middle school and high school. So we have six and a half crosscat teachers. Um we have one teacher for intellectual disabilities at Southwest. We have four speech and language teachers and then we also contract for services which is your ET and then um hearing mobility and so we do have contracted services and they are not just at the primary level but they just over there a little more evenly. So if they if there's student at secondary level obviously they have those related services as well. And then secondary middle, we have four category teachers. And um we also have four. We have one teacher for intellectual disabilities at both middle school and high school. We have one speech and language teacher that both middle
012school and high school. And then we have a transition program for 21 program um should be really proud of. And then we also have bridges which is just at school and it's for our behavior students. And so that's the breakdown of staffing and then last in your original um report. So I have today so that kind of so so you can see this year for math um 6.4% were fewer students that last the year before enrollment and then the year before was 7.1 um expectations for 17.5 the year before was 12.5 and approaching 32.2 2 for this last year and then the year before was 35.9. Um and then developing 43.9 with the previous year being 44.6 and then um the value for both was 2.8 for both years and then um I had looked
013to see what the district number was actually um 2.9. So it's right around the same um and I like some of those percent pretty language I don't want me to go through those see them um you want and our we're in year three of our plan served and learn um initiative. So this started two years ago and it started with um working with um consulting group around making sure that we have inclusive services for all students for all groups of students and avoiding isolating students special and so we've really come a long way and this year we we made some changes um at of the things to really start to incorporate um some of that as far as breaking the groups of students so they're spread out more and then um but also support teachers
014at the same time instead of having for example we have eight eighth graders in special education instead of putting all in say English class there are some maybe three and two and that tends to work a little bit better as far as you know behaviors and that um I think people are are really enjoying change that so we are starting to work this year with a group that's the same group it's called corrective special education consultants. They've been coming in and meet face to face with high school, middle school, and something. And then this summer, we're going to start with West and do the modules that those hosted a couple years ago um to everybody on the same track. So, it's been a good experience. So, like I said, we're in future um progress anything.
015And um yeah, another special education is in 14. It's a post school outcome survey. So have a teacher and we're not required to do this, but she does it every single year for the state and contacts students who graduate. it's usually like two years prior to see where they're at after high school. And so some of the information has really helped see how we're meeting the needs of our students with disabilities. and this cast um I know is the one who who does this and she was able to get a hold of 21 of the 30 students that graduated in um 24 and 8% of them have participated in higher education or postsecary trip programs within [clears throat] which I thought was really positive and it's 2% of them have um employing Cincinnati High School.
016So I think those are some really really good to be proud of really shows that are taking advantage of all the new programs that we have. And then just utilize data to um individually designed um instruction to help improve growth. And then also focusing on the again improving that STI for IEPs to continue to improve outcomes in special ed and then focus on based increased um engagement. They have they really incorporate um family staff strength of the student and it's nice for families to be able to see everything and hear all of that during the meeting and then continue collaboration with reading teams to align practices for act 20 requirements and then um also really focusing on maintaining our high quality staff and attract high quality staff to join our teams. We um last empathy
017interviews with new special ed staff last year and that us are this year and then um there's a season two new special educator induction series that was offered for this school year. We have one teacher that is doing that that is um that teachers within their first three years of of teaching and so that means um throughout the school year they can help um get help from their teachers from season professionals and then um as truency um which is important for everyone especially with IE So make sure that there is any questions. The only thing going to come up later in the meeting, we have a resolution that um there is a group that may want to lobby and I I thought was interesting and I thought I'd bring it up here because it kind
018of crosses over into improving ational transition services for students with disabilities and um to ensure that they have equitable access to postsecary opportunities [clears throat] and they really are pushing the division of rehab to get involved and in others and public schools are in silos. Okay. They're not working together as collaboratively. I'm curious if you in your role feel like that would be something to push for. Like is that something that our district needs, doesn't need? Do you find that some of our students in that transitioning age could really use more improvement from DVR and us? Yeah, I think um for sure we have meetings where there's students that are a little bit later um in their career DVR is brought up in meetings and so there are a couple of staff that do help
019students fill out DVR applications. Usually that's transition goals um students. So, we know that it's happening. Um, and I have not heard any issues with students receiving those services. I think sometimes where it comes in because it's a voluntary service that sometimes families don't realize the value of it. And so um I definitely think that we have the kids understand the value of it and that they can apply for it at any time as well even after graduation. So okay yeah about resources and funding to try and get them to collaborate more I think more pressed manner and more formal manner to me for students with disabilities. Sure. I know last year there was a new um PR coordinator that was right in town and we asked her to come in and meet with the
020the teachers here at the high school so that they could meet and um they had been invited to our college and career night and I'm not sure anybody came so they might had a different experience but um I think the hardest And the families don't realize how important that stuff is. Yeah. how much it helps it does coaching and or support and all those things for those ages and they with schooling you know and I think some people think that maybe they're not disabled enough but there's all All right. [clears throat] And this is a little bit. So this from my annual earlier. This is a following investigations and provides first experience as your medical investigation process. When we talk about bullying and there are three specific components of bullying has to balance physical or
021emotional power. It repeats over time and then it always has to have an intent to cause physical harm. So we have I don't Can I please should be able to maybe not I could showing up. See, you can go. Where we at? I might need this. This is our bulling prevention website. So, just for everybody to see um the resources that we have on the the district website, which is very helpful for families. Um and it goes over the reporting um the investigation process, what caregivers do. So, I just wanted to share this and it breaks down, you know, what bullying is. A lot of times that's really um what needs to be determined the difference between a lot of people use the term bullying very frequently and [laughter] sometimes an is not bullying it's
022pure. So um that was one thing I wanted to share. And then the other have for reporting is pseudo the speak up speak out and then there's also an online report. Whoops there we go. So here's information again on speak up speakout which I had shared earlier. Um, since Jefferson started using SUSO, there's been 327 reports. Those are all bullying reports that were made. Some of those were around other um from peers or other adults in the community around maybe drugs or self harm, things like that. So, this by far I would say is our most common way of reporting Um would you agree just overall information? Yeah. Okay. So here is the reporting process probably hard. um all of the administrators, people service staff, we have a shared folder that we uh that we
023use and this goes through the whole entire process so that it's mapped out for everybody when there was a report made. And so forms are a little hard for you guys to see all this, but the forms are on here um that completed investigation process and fillable and which we we were able to last year to make it a lot easier for everybody to use. And then again these forms are then stored shared document that all of the schools can see and then they can those um especially there's a peer that's happening at elementary level by the time they get up to middle school they can go back and then look maybe getting along when they were younger and then you know plan accordingly which is nice And here's our form. And so you use
024this probably mostly. Yes. But uh the investigation form itself, but this kind of just gives you a step by step. Oh, here. [clears throat] So, this is a step by step, but I actually don't live in this one as much. I I live much more in the building document. Um, in that first sheet that um um basically the process starts by us communicating once we become aware of a potential holding situation, we have to notify the potential offender's family as well as the potential victim's family. Um and so that's right at the front end of things. Um and then there's also followup um communication with the family after the investigation whether it's confirmed or classified ruling or conflict something else. Um so those things do happen each time each time we investigate middle school. Um
025oftent times we do have to um access um existing data just because um students are reaching vendors and smaller types of computer which often times looks like uh also there's a huge process in which we in terms of interviewing students and it starts out with um the initial information you have it might be one student one witness and you start from there and then All of a sudden, depending on the individual shared, maybe two or three or four or five followup conversations with different students might even bring back to find out more information following. Uh like I said, that's the follow that also includes um sharing what the consequences are for potentials. One thing that I think is lost sometimes is even voting that there's not a consequence or there's not some level of followup
026from the administration whether it's some level of you know like I said detention suspension those things do happen outside of the link but a lot of times the most significant one repeat off the ones that have significant consequences where they need to get referred to law enforcement at times and have in the ask any question information I have a couple questions um I was just asking I now understand those you clarify that for me um and I guess [clears throat] curious when we are instituting supports awareness uh you know doing different things around are trends the same are they up incidentally are they going down do we see about the same exact amount from year to year I guess to understand and look at what the whole program picture of what we're doing and what
027we're looking at as a district is it working is it is it nothing what is Um I can for the school I can kind of our data right now here. Um I know that in 23 23 24 we conducted 25 individual investigations. Out of those 45 investigations that somehow came to quality class in fairness those were more offenders. there wasn't necessarily six different kids participating that behavior but there was six separate incidents um that were classified that way and 24 another 25 investigations that were done three were classified as that year and then so far this year wayoint we've done eight investigations with one of them reaching the criteria for um I will say uh it's much more than just the investigation process I think to with the middle school we do a lot of
028voting with both myself teaching staff following up reinforcing those things do that also with our second step um lesson we provide within our advisory classrooms but then we also do um you know take the pulse so to speak so we do a midyear oftent times reiterating those expectations And we really try to make sure students know like what is bullying. A lot of times like there's a report that comes in and to be honest with you, a lot of times it's like mean behavior and sometimes it's one-sided. So it's much more conflict like um but that's not necessarily what the families been told, right? They only they only know so much. Um and like when you start investigating those things, you find out, you know, there wasn't necessarily an imbalance of power in some situations.
029Um sometimes there's not any intention to cause harm. Uh but then the other piece is is it repetitive versus is it a one time thing or something that's very infrequently. So those kind of I was trying to see of all the things we're doing when you take think about the curriculum the what you just said the promoting plus awareness you know what what's that doing as far as where we're at lean but I would argue if you were to if I were to have you step it out and teasing, you know, conflict, those kinds of things. I would I'm going to go with doing some about those things also helps. I mean, those things there may notude exactly by definition, but some of the work that the administration and teachers and all that are doing
030hopefully is helping those aspects. You know, I I suppose we don't know for sure, but I would definitely partner just relationship skills, right? interpersonal relationships, um getting along with others and there is a lot of that within the curriculum that is taught throughout the year. Um but it's also I I think something you see in a lot of our classrooms on a daily basis too just by just like good teaching. Okay. So, um, one of the things I would be interested is, um, I was hoping to see improvement with the bullying prevention team in place and things kind of spot. Um, there is 25 to 256 being three between those that was cap. Um, what I wanted to see is just kind of like we did with the special needs where the other classifiers was
031teasing it like to see how kind of grabbed on that. Um and then I know that in order to be counted as a bullying report, it has to be written. Um but one of the first things that we're is to verbally teacher. So every time a student tells a teacher verb is a report being generated is that teacher stopping to write and figure out how much of it could be teacher being overwhelmed and just keep their eye on next time and not remembering it. Um so I think there's a little bit confusion on that maybe with the kids they feel like telling an adult they're doing what they should maybe they don't realize that they need to follow through actual written report. I'm just actors and youngers. Yeah, speak a little bit to that. Obviously,
032it's not a perfect science because there's always exceptions and things like that. But, um, as far as like school goes, um, so obviously we try to kids towards speak up, speak out because it's anonymous and gives them an opportunity to share whatever information they have. Um, but there's also a lot of times where we we're asking, hey, you know, make sure you with your parents. A lot of times parents will communicate with the school and share their concern. Um and also we have students that come directly to myself and Mr. concern to a staff member and depending on what we share staff typic gets myself like concerns of power almost cases and then here's the like not all situations could say I'm bully or this kid's being really mean to Um, and sometimes that's the
033information a teacher gets. So they won't necessarily get them to the point where they're like, "Oh my goodness, I got to make sure Mr. Eric knows that this is a possible situation." Um, so again, what can you share with us is really, really important. A lot of times our staff is trained to make sure some of those questions and it's important for students to make sure that they're able to share that students educate students too as well. When we talk when we talk to situations meeting like that so much Any other said is this doesn't encourage the middle school. So that's Mr. Eric's expertise in the building so to speak. Uh that's where he's working primarily. Do we have um a word where these are occurring in these numbers? I think that would be helpful.
034I mean it sounds like we've got an expert in the middle school. He's dealing with this. It seems like an age. Middle school seems like an age where a lot of this stuff happens. um kids are growing and learning and yeah um I would interested to know is you know you be kind of a person overseeing this stuff or the other buildings or you know like what's happening um so I know um um so I will continue that this year and then I'll share that in my next anything else. Thank you for all your hard work. Thank you very much. Thank you. Next up is the superintendent report. Uh Dr. Ernest everyone few things to cover this evening. Uh first is the 2026 state education convention. So we have Terry Winkman, Lisa Tho. A reminder,
035an annual thing of tradition is attendees are asked to report on the learnings from the convention at a future school. Find the things that you like and plan on reporting out later on. Um, so an opportunity that you have ahead of yourselves, uh, WSD school law conference is Thursday at the Asha Resort in Lake. If you would like to go, please contact Valerie and give you a hotel because it's 12 hours away and the the conference. So you can check out that link if you're interested in attending that. we've had attempts at over the years. I want to talk about um school district's theory of action. This is something that we've put together a few years ago and I advocate regrets saying probably too much at the administrative level. So we want to make sure
036that all students have all staff members really know our theory of action and this is tied to our strategic plan. It's tied to our goals. It's really tied to that 100 day plan to make sure that we're doing everything we can to improve our test scores. So then with our school report scores. So I've attached theory of action here. This is something that we pulled away from a leadership conference that we went to a few years ago. But what I like about it and a lot of districts have done this work is it's a number of things that you're doing all have clearance pointing your arrows in the right direction to make sure that your um that you're falling align not just the wild there. So if you pull that doc up theory of action
037a couple things I want to point out. So these are educational and educational program that you've heard about before why this all fits together. So you've heard about learning making sure we have the time to do that. You've heard about server making sure that our students with IEDs have the um have access to general education education and then they're better on the same test as a result of that they're with their peers as much as possible. Also high impact strategies. So you've heard us talk about you heard us talking about benchmark advance. There are high strategies. We want to make sure that our teachers have skills to be able to do that and training to do that and then how that is then in the classrooms. I was just talking to Miss Scundle about some
038obstac she's done and she was sharing about some strategies that have been used in the classroom in alignment with benchmark advance and she was very excited about that just the things that we're doing. These are veteran teachers that are good teachers that are are taking that that next step and doing some some new innovative things in their classroom. And then instructional rounds. You've heard me talk about this before. There's two really two types of instructional rounds. The one is peertopeer where a peer goes and watch watches another teach. But what we're doing recently as part of this is a superintendent and a principal instruction around. So we're going in and we're trying to catch uh good teaching live and in person to take that to scale. Uh that the two terms that I always use
039are appreciative inquiry and positive devian. So those those teachers that are doing the things that make the difference uh student engagement high impact strategies as we talked about before those things then we can take their expertise and take that you know that a teacher that knows how to do something down the down the hallway maybe they know how to start a lesson very well and they know how to get a lot of movement in their classroom. You can steal those good ideas and take those to a larger level within a classroom within a building. And then finally, uh, something called common formative assessments. Here's what that is. CFAs. So if you have, for example, if you have five fourth grade teachers and all five fourth grade teachers give the same test to their classroom, you're
040able to look across all three of our elementary schools and say, "Oh, that teacher had a really good score on that benchmark advanced common formative assessment. It might be an end of unit exam, for example." And um then you can do an item analysis of all of the questions and you can say well this is these are some questions that we know that almost every kid has nailed down. These are some questions that maybe we need to retach that material because they might not have done that or got that to a level of either need or advanced. So when you add all of these things together then on the very bottom is to try to get us to a value added score of 3.0 measure on the state. And if you remember, that's really growth.
041That's the growth that we want out of our kids. We want higher than 3.0, but we definitely want that score in all the different categories to be at 3.0. Now, that's a lot. That's uh you know the big effort but the coherence that comes from this aligning all those arrows as I mentioned before is what we're really hoping that has the right impact for teachers makes teaching more fun they're able to collaborate and then also has a big impact on kids when they are able to take so that's our theory of action uh the other any questions on that network that work that's going on and we're sharing that out which leads me into the next state of the district district meetings. We've done three of five so far. So we talk about all kinds
042of things in the state of the district um meetings. Mr. Van will be on some of his five year budget later on. We talked about the action. We talked about the declining enrollment that the district is um experiencing and how that's similar to over 70% of districts in Wisconsin. But we very important to get out there and talk with staff members and give them this information face to face so they can ask questions, make sure that they know uh what's going on and what our plan is as well. We tie into uh our our current second year of our operational referendum and how that's going and then what we're going to need possibly uh in the future. So, as mentioned, we've been at the high school at Sullivan and middle school and then this week
043will be at East and West. Uh, we've done this in the past getting out there and talking with staff members. Uh, Laura Pi and I did it around healthcare. We've done this around the referenda. Um, so it's good to get out there once again and let our our staff members know where we're at as far as uh the state of the district is concerned. And uh thankfully right now we have a lot uh going for us. It's just making sure that things happen and they happen in the right order to continue our success. And then last thing I have mentioned on there is the school board declared candidates. Uh so we've got three candidates for two slots on the April 7th, 2026 ballot. Uh so they are Matt Peltier, Lisa Fox, and Amy Hudson. And
044we did draw the ballot order. The ballot order is actually Amy Hudson, Ed Peltier, and Lisa Fox for the April 7th. So, uh, I want to all my appreciation appreciation to all three candidates for running. And, uh, again, we'll have that election on April 7th. There is no need for our partner. Pause for any questions. Questions. Yeah, I should do this with the um with the staff. A lot of it is quite honestly recycle things that we've done in superintendent reports. Uh so you can see so everyone always sees that in person and Mr. Van can go over some of the information. I know Vice President Mike had a couple questions on that. So we can go over that now or you can wait for Mr. Van later on. Uh but just talking about our
045declined enrollment headcounts and uh where we're sitting at with the uh the budget. So no difference to me. I just Yeah, some of these slides again. I just like a little bit more clarification. I think we can get on that one. Most right we'll jump into the teaching and learning report. Good evening. Is this fun? Y um this you've seen this beautiful color rainbow thing in the past. Um I'm bringing to again um is because of the pause of math in 2324. Um had to change the cycle if you remember. Um, Mr. Br and I were meeting about our bud my budget and he uh questioned me on how to keep this in budget all the time and not have this um and so that that caused me to investigate this further uh and the
046proposal that is coming here. So that is all of our pieces coming. Um there's no change to what we're doing this year. Um that finally with 612 ELA and music this year on what their purchases are going to be. Um and as you know we pushed the 4K 5 um to the following. We had to shuffle some of the um special department uh to even out that budget over time. Another change that I was um at my site is human development is required by the state per 70% change. Um so that can't follow the same cycle as health and because health get the gist. Any questions? So weird. I should probably know this, but when you look at a big picture like this and you cross reference it with a budget, is there a particular
047set or type of curriculum that's much more expensive and ones that are cheap? Like when I just think that's interesting because I never even really thought about it from a budgetary standpoint. I'm thinking of it from a curricular standpoint. Um the math curriculum that we purchase be the most expensive all the time. I would say elementary is by the most expensive. Um mainly because um you get a lot of exhilarating resources. Um happened this week. Uh special edition copies of some of the books that our classroom teachers have so they can use them in. So I went to price mount and it would be $16,000 for one teacher for you know so it's just like that. So like a classroom teacher gets um first grade classroom teacher and they've got different titles some of them
048six each cut that really adds up really really fast. um 4K map will also be really expensive because of the number of manipulatives that they get um and probably the journals or writing things that they get where you transition to a high school and I'm purchasing often like now as we don't have the physical textbook um an online subscription for 125 kids and it's 30 bucks a kid you know like that the cost of the actual materials, the physical things are much more expensive in an elementary level than they are in a secondary level. Um, Ban, however, this year is asking for like a $10,000 tube, you know? So, like, what if they haven't bought one in years? Yeah. Really long time. So, you'll get that report from me later this year, but supposedly tubas
049last a really long time. A lot. Um, I don't know about you, but um, so anyway, so yes and no. So I try to give it a no out to the best of my judgment. I'll ask vendors who I have the relationship with like, hey, I was going to purchase right now, what would this cost? And they throw me out a random number. That's typically how I'll budget for the next year. So I'll go to vendors that I would be interested in possibly purchasing for math next year and say, "This is how many kids I have. This how many teachers I have. Here's my rough numbers. Can you give me something so I know what to budget mine for? Um, so yes. Yes, I am. And the the actual purchase is happening in year two
050when you're doing this. Year two, right? Okay. So 4K5 math um I haven't started yet this year in year one mainly because uh I think that the teachers aren't quite ready for um and we did a lot of leg work when we paused it. So we have a very short list of resources that we will be looking at in comparison to we start and we have a whole gamut. We're dig in our data and do all these things. We've done a lot of that leg work already. It it will be a little bit shorter process to get into the new math resources that just came out here. So it'll be interesting. All right. Thank you very much. Next item up is going to be the 2026 27 teaching calendar. This is an action item. We
051took a look at that at the last meeting. Questions, suggestions? Yeah, I don't know if it's a question or a suggestion. Um, I just know that one of the things that went into this whole thing was looking at the actual attendance data over the holiday break. So, when you look at that daily attendance spreadsheet that's in the executive content, you can see the percentages of daily participation in school and attendance. And um so we did learn that the days during December um that were proposed to be in school for this year and next year um with the change are the lowest in attendance um percentages districtwide. Uh, so it brought me to kind of I guess pause and I just want the I just want the board to know that I think we should be
052using data to drive decisions about this. I know a committee came up with the teaching calendar. The committee also didn't get to necessarily see the data for the week of December 22nd 23rd or whatever that was. So, um I guess I would propose that either we have it go back to the committee if that's what the board so chooses. You guys can also just say too bad. But I think data wise, we now know that just the two days before Thanksgiving week were low attendance, but they were even lower the two days in December that before we looked at this um final vote. So, I guess I would propose that um we either have it send it back to the committee and or I would say as a board member, I would make an amendment
053to change it to be that we do do the two days in November that were at least a little higher attended um and have the two days off be the week in December if we're going to use that. I mean, that's kind of what we're looking for. So, taking a look at the Friday before a full week of Christmas break, that was pretty low attendance as well. So, it's almost like that might happen. People are going to skip regardless. Yeah, maybe those days only one two. Yes. I just again I'm just looking at what happened this year. Um and so you're you're right that that might happen as well. But yeah, using data, thinking about truency, thinking about core, thinking about a lot of stuff that we've been taking initiatives to get kids in learning
054um and achievement would like to use the data. I'm I'm just hesitant to change that a lot of people a lot of time what is important but um you know it isn't effectively any different like Friday before a long versus Tuesday before that it's going to um that data could be used for the next year's family instead of the curry beard. That's kind of what I was thinking when I saw this. Yeah. Is there a rule against older people? I mean one year at a time. I mean, is that that could um attend [clears throat] because we're we're kind of alternating. Um and then the third question I would pose would be the week of um Thanksgiving is a lot of um a lot of it people are hunting. I mean we are a big
055community for that. So that is something never going to change. So that's also take consideration. But those are just things that any further discussion on this. Is there a motion to approve the calendar as presented? So move second. It's a motion and second. Any further discussion? All in favor of the motion say I. I. Any oppose say nay. Nay. And calendar does ask. Thank you for the thanks to the calendar committee that got together this out for us and together instead it'll be some good information for them next year when they do decide. Next up is going to be our board meeting schedule. So still on calendars. Everybody's had a chance to look at that there. Any questions or suggestions on that one? This one is an action item. Is there a motion to approve
056the 202627 order is presented? Second. Motion and second. Any further discussion? All in favor say I. I. I. Any oppose? Say n. That calendar. Next episode will be determination of available regular special education spaces for open enrollment students for the 202627 school year. I know this is annual thing that we do um in yes thing that we do and this has been our procedure for the last several years as well as with what most districts do seats. I want to point out on the document the regular education availability. You can see that box there. It says there's no regular education seat limitations proposed for 26 27 school year for grades 4K through 12 mean that there's no restrictions on any grade level. And then if you notice the special education availability set. So this is
057an annual then reported to the department of public construction and this falls in lines with to repeat myself what we've done in the past. Any questions that is there to approve the available regular and special education spaces for open enrollment students for the 2026 27 school year as presented. So second motion in [clears throat] second. Any further discussion? All in favor say I. Any oppose? And motion passes. Next up will be our first reading of the 2026 summer school student handbook. Mr. Layman. Well, like I was reading a lot of majors came to other changes. some other changes along the way. Again, hit camp happening school and then just some brief cleaning up some sessions. Um erasing cell phone communication and then there's confusion with one is the office not open. Summer school office is
058only open 3:30. parents at work that would have to come specifically high school kids that are violating cell phone policy. Um, so there are some kind of questions feedback and kind of went quickly edited waited until today uploaded to the board. It looked like they had it before that I don't think the most current updates or not. Okay. Any questions? All right. So, this is the first briefing. We'll take a look at it again in our next meeting. Thank [clears throat] you very much. Thank you. Then we get to the uh 2026 WSB uh delegate assembly resolution discussion. Um we all have an opportunity for the delegate packet there. Miss Fox is going to be our delegate representative this year. Any questions or feedback? Yeah. All right. If you have there's a postit because I
059can't break my hand very well. Okay. um that would be the universal state covers. Um and the reason why I say that is one of the course uh classes I took at the at the convention they gave more I just don't have in front of me right now but it seems to me um getting kilter but it seems to me we learned in class that the amount of write offs if you will for school lunches would actually more than cost to um university program. Um that's kind of what I've learned at the dimension. So um it seems to get over and I just sure to speak for that. Um the still compensation because I don't think a lot of people understand what it is. um that there's pros and cons to either side um that
060I want to make people are aware of just because that usually if it doesn't happen that way um so I just the other strongly for is you to participate in WIAA policy making. So I might post it out for you. Thank you. Um coupling was going to be something to talk about because that was an insanely long conversation at the the meeting. Uh the simplest uh there's positive positives to both sides. The simplest way that was addressed to us is that by any complaint we are transparency of funds. Right now those funds are coming in and we know the funds are going to private schools. The transy between what the policies is lacking. Um so we're trading one transparency for another. Um the reasoning between not dumbling and pushing our city officials to actually item
061on a tax bill that states how much the public funds are going to the private schools in the voucher program. Um that transition not only to the public schools but to the residents that are paying the taxes themselves. So the majority of shifted towards staying humbled but starts um from a different aspect to make sure that transparency is there because once we right now what kind of students are leaving our schools to go to once we lose that information we do not know where the students go to us appear on paper. So that's the simplest way but for me uh just personally I think the solution one goes pretty strongly with this idea of whether we decouple or don't decouple. Um, and so I would that we definitely need to be advocating that they cap
062on the amount a district has to put up if they pass completely whether or not I mean that is basically going to bankrupt. So uh resolution one I really strongly about I would argue 10% but I don't need to make that decision and I don't get to be a policy maker but that key but I I feel really strongly about definitely keeping the cap at so if there's any discussion that goes in any direction that's I feel really strongly about that and um I always support the idea on that decoupling. So I don't even amend 11. They separated whether you supported or didn't support it. I don't support um decoupling the funding. I I with what they said explained it as well. Um, and I would go deeper to say that if we're going to
063continue to be a state that kind of funnel parallel two systems, um, those systems, they're all coming from public dollars, we should that I would also they should be helpful. Um, it's a whole another conversation we'll have at a different time, but I am definitely opposed to decoupling at this time as long as we're insisting our state legislators or legislature wants to fund two separate systems on the biggest crime is transparency. Uh, losing transparency our all of our community members have stated that that's the number one important thing. So I think that would be important that transparency but we do feel as to support that transparency is go to the city council meetings by tax because that's we have transparency all around all municipalities have to agree in order for them to do so it's
064work and a lot of really understand why that transparency will be important. But I really and I I keep getting feedback on, you know, our property taxes are going up, our property exper between our expenses and our our funding. literally I mean that's what we're getting into is it's almost what we're getting out of our budget to help our system. So transparency. like I'm in the favor of just splitting it and making our LA representatives make those decisions. Um, you know, I I know that of information I don't think we do. We just do two say but if representative actually make a decision about here's how much I'm going segregate or maybe just a number on it here's here's you know whether that what is processing and figure out how much money goes where any
065other would you a poll on any of these topics just to kind of the word sense with some of them I if there's anything I would I definitely want to speak for the majority. Yeah. Um the the four we first one was the remove caps from the system. It's on page two. All in favor of that opinion that we don't the capac of the cap. So as All in favor of that one. All right. The second one we looked at was the universal um state covers. It's on page 15. think the issue is that yes I'm neither [laughter] and then the third one we discussed was supporting decoupling of public and private funded schools. All in favor of that one, raise your hand. Opposing the decomp public school funding, raise your hand. All right. Were
066there any other topics here? This one. Oh, I'm sorry. Where was that? Page 29. Uh, was it Why do I page 274? Okay. Okay. Yeah. All right, number 12 on the list participate in policy meeting. Show hands supports that. Any opposed? There you go. [laughter] any other questions? No. um straightforward. to see if anybody knows to move some of the ones that weren't [laughter] it is Good luck. All right. I'm here to be sponsorship. Um so in addition to the state of course we similar document last year um just a guide um and while policy guidelines wanted to update their practice just to provide a little bit of procedure um just because a women stadium or something like that and so um updates. Uh we had some ideas different opportunities but wanted so you'll notice
067that the whole uh administr continued partnerships many of which continuing from last year um and probably should have kept my changes on but that's okay. I think we build is one of our sponsors that have a couple different sponsorships. um a lot of the ones um I know include also supports our program and I know top shot top excuse me taking on lab just in supporting for a year and so again very grateful for our sponsors those that choose to uh invest and um yeah just really want to want to highlight areas that are meaningful to them and their their businesses or their organizations. Um and so for that so happy to for any questions. Um we do this on our website mission helps make sure that that transition with many of the new sponsors
068get covered. So this is the policy district. I was really curious probably isn't involved in this exactly because the very large amounts um that are donated sometimes there's talk about naming or you know things like that. Is there a dollar amount or is it one time dollar amount that should be part of this if they're asking for different things when we get into the 50,000 100,000 200,000 um things just curious that has come up yeah it's a great question for example right so I'm here at least for a uh committee to form the compition I think we'll talk a little bit on the spot area. $20,000 is really the trigger point. So uh for example um I know that we um have a great relationship healthcare is coming up this this I think it's end
069of this year probably right after so probably um that working with them we'll bring together sure that there's we can bring forward to just the word at least I know that of the committee and that sponsorship Um so $20,000 really that we kind of a different and then you also alluded to a little bit of the elements as well. So um I think it's on maybe the second page I'm sorry first page page two of the guide um really talks about the naming rights. I'm sorry it's actually page three. Um and it's right so again the board has that exclusive right to be able to uh and so in relation to that agreement for example So for any other Oh, thank you. This is really it just shows you know people really take an interest
070in our facilities and I call them extra type things for our students but just how much support is behind those things for our students in various areas from a pretty small community I think this doesn't do a great have that information. Yeah. Great. And then you're also up the fiveyear budget projection. So I am um so attached for you. Um there's just a few notes that I might allude to um coming up here um in executive content. Um but prepared a draft for you similar fashion to what I did last year. um just in a memo format just provided a different kind of I guess presentation format for this but the key thing is at this time every year let's go back um after the tax levy budget but they take a lot of information
071we're kind of in between right now for the budgeting plan for 2627 so it's a lot of time that I spend modeling and looking at different scenarios um and so what I have for you seeing is just a very statical fiveyear budget um And those are just a couple of the high points for this. But one of the things I should mention in this meeting just in the middle of a meeting state, we have a lot more information obviously than you would normally go into. Um for example, you know, you know, age equalization special, right? All of those pieces we know at least to a pretty fair degree. Um some of our big like people count we obviously don't so this past Friday it's the second Friday in January count which gives us trending but
072also matters a differentization um but any the updated fiveyear projection um is in line with what we had last year I projections and um last year in January when I this in 2025 we were anticipating a slight deficit this budget year 25 26 we are projecting back budget um we were just over projected for 26 27 that still holds we have some talk about and we have deficit spend not quite as extreme as it was project last year but still about 1.6 Um, and so what I want to do this evening is just talk about some variables as we look at these numbers because again it is kind of presented as a status quo. Um, so the first piece as I mentioned alluded to the the headcount is really the big piece of course we're
073not going to know next year's budget and beyond. Um and as a district kind of adopted in the uh we always kind of check that out. So I've talked briefly before about survival. It's a model where essentially you take uh the past cohorts in let's say third fourth grade period. If you look at that trends changed or how grown inreased over the past five years. And so we have survival that range from so for example I gave this one first secondary actually slightly increases over that time span 96% so there was 100 kiddos 96 of projected to be in that class next year um 5k 5k is also a lot of families maybe that choose something alternative 4k we then want to come in 5k so we'll see that it's 113% % so that that
074growth one way that we we know that as we those numbers and track them up you're going to be lines eventually right as you go it's going to continue to build a decline um or show that forward continue to grow balance that forward which is just taking you know current students and saying hey we have x number of graders how many graders will we have now um and so multitall population study um and really their projection for us at 2030 very low projection we're already at and So, um, while we looking at the opportunities to, uh, partner with me roers to just update these numbers, it's really important to know as a school district, are we still trending to a a low point of 1300 or could it tip low? Um, and that originally it
075was estimated to be a forward of about 1,400. Um, at least carry this modeling forward. Our numbers show that that would be less. Uh, just using that, we're supposed to look back. Um and so as we take this right being a a district per uh these student numbers of which right those numbers but also a lot of the revenue side of what we're projecting out um so I included some some other specific notes and what I'll be doing just a second just that is a million dollar deficit next year That is what we need about 8.6 projected 28 and then this this propos. that falls off. And so this just shows without that kind of that that um as this this does it is that sapping and so being funded from a per people standpoint.
076Um it's some very beneficial for me to just provide some updates for this but it can also be a little bit challenging just not knowing um you know the differenties and progress that we'll have as a district. Um but also make those kind of scenarios differentiables we have. What does that do? and keep that. um you should be in the middle of a year right now that we have 325 period um it can always be increased in a future state budget but that's what I'm just using kind of that I did put in this year as a result of um just state binding the equalization was held um for school district. Why that matters is that last point we're expecting another $800,000 785 less equalization. And so, uh, while that doesn't directly impact revenue, um,
077we've seen a shape over the last couple years, certainly in this state where the state has the state have funded greater than 50% of our revenue and now the local tax is funding that this legislature goes to put more money into state income tax relief versus adding property tax relief. Um that's just me that every district is not competing with that same formula is the it's a little bit comparable to us. It takes into consideration costs, your students, your property worth, property value, and [clears throat] um then just some kind of other ones that are maybe a little specific to the state. So category so that $750 we get uh since we have students we'll have $47,000 decrease in in that even though it's a flat dollar amount obviously have less than that we're going
078to be able to educate um open enrollment in and out payments were adjusted. We are uh at least based on the projection we have continuing to positively at open district but decreasing by almost,000 so 422,000 next year. Uh I did mention that um there was one question participation program again we're talking about um it's a little bit of a uh just from my perspective and my chair the resolutions are a little bit um unclear I guess from those in my position of what the exact impact is going to be on equalization um as some of you um and so there's there's my cautionary that um We do have about 70% of our resident kiddos that participate in the program. Um it's about 100 kiddos at least reports it to us. Um and so it's a
079little on how those kids counted for utilization or they're counted at all or if it is truly just completely separate part and so kids are always put asterisk when I presented that because they are counted for equalization aid. Um for us in Jefferson as we've seen more kids participate you know it's hard to know what would happen if if those would the program were to disappear. what would what would that do to our enrollment? How would kids participate in school? Um so that is uh projected to be increased by about 125,000 they allocate up about seven kids additional is what I projected next year and then special education aid. So um Miss N and I and special team working closely if you look at those are very specific students and student needs um those one
080of the budget was a 42% reimbursement and 45% reimbursement for specialized costs this year I think just trying to be a little more conservative I budgeted about 39% it looks like it won't be finalized until every district gets numbers last year is as you may find that next year um it's going to be closer to about 38% expectation a little bit for next year to under 40%. uh is astonium costs. Um and so um there's a couple ones about school based mental health is a decrease it. It was the way that they structured it this year. The total allocation is going to be 40 million 10. So we'll take some some in that and then expendure increases and changes budget about CPI 2.81% 81% about insurance local partnership also helps because there are very high
081cost expenditures in relation to um you know maybe a project for Mr. rapid. Um, one of the things from kind of a from a a macro level is how can we not move those out of our budget because they're very easy to take away. They're very hard to add back in. So how can we projects whether that be capital projects or tax projects and provide shift leading our but isn't anything anything that improve at this time you know direction what I wanted back and deficit um we are trending with that and especially with declining enrollment we didn't have any major reductions um in last year and so it's just continuing to balance out the needs of how we invest educate our kids appropriately and balance. So there's a ton of information. I'm happy to pause
082and provide some for any questions. I ask just a couple things about district update slide. Can you just you mentioned this idea of casting forward and then what's the difference between headcount horse survival forward? Yeah. If uh if if I were to pass forward um for example we'll be updated but 69 if I just pass them 69 5 district 12 um so for like we've traditionally seen an increase in that just cast forward may not make sense where we just take the class from the year prior and push to the next year. Um that being said there's trending for there's reasons families move in or out of the district where I use that between I think first and second and alternative cohort survival saying if we look at the last five years how kids or
083how have what's happened we've seen that we've actually decreased percent 96% of I got so we find a balance between method ologies because there's close to both of them. But um we uh thankful that last year from third Friday to second Friday we lost about 30 kids. We're a lot closer uh to original 152. I don't have numbers. I know they're still working on this 15 classes them. Um we haven't seen that. optimistic that this is more um continue, you know, if we see the contin of the vultures. So in 256 there's 100 kids. Yes. Pupils that are that amount of extra money. Yeah, that's a great question. So, so kind of um trying to get much um right number just on yellow. So again positively opens positive in that that department of getting more
084out but we areating increase um so we don't get a lot of information after certific patient is not exactly sure how they calculate their cultures. um a optimistic increase say 107 26 [clears throat] 27 112 115 um it's all currently% of our res um but as world slowing impact increase continue to grow in now again there's different communities around us that are seeing you know they're getting dollar amount because it's in between choice program and public excuse me special needs 54,000 sorry one more time 1 mill154 [cough] and I have a projected increase of up to about 280,19 Um there's a shot,000 jump to 100. It looks bigger. The jump from 24 25 to 25.6 looks bigger than the on the map. Looking at it visually, it looks a little from this from last year.
085This year, we did actually have a big jump. It was if you recall, that was a um prior jump this year. All right. Thank you very much. Next up, agenda topics. What's over there? Any suggestions? We'll jump into the announcements. Um, Dr. Jefferson High School was recently recognized as a high performing AP school. High school was in a level three pace setter school. That's 10% or more of all students participated at least one AP exam and 60% or more scores of three or on the exams. That's a minimum score that you want them to have to do well graduation the school and kudos to the students and the teachers for their success that is earlier. So that's it's a lag indicator for us but regardless I'm happy to report that test. Is there a motion
086to convene in a close session pursuant to Wisconsin statute 19.85 C and EI education negotiation for the 206 27 school year and personnel issues second motion second roll call please still Mrs. Yes, Mr. Eagle. Yes, do we want to ask Mrs. William? Yes.