001meeting of the Jefferson Board of Education. We'll start off with the pledge of allegiance and the flag is in the flag of the United States of America to the rep for it stands one nation indivisible with all. All right, we've got quite the crowd here for the first reading of the policy for third grade promotion. That's awesome. We'll start off with roll call though. Miss Schmidt. Mr. Condan here. Mrs. Fox. Mr. Evil here. Mrs. Mc William here. Mr. Peltier here. Mrs. Effect here. Mrs. Winkman here. All right. I think what everybody's here for is recognition. So we will start off with the elementary battle of the books state qualifiers. All right. So congratulations to Ethan Abs. Come on up. Sunny all Ethan Kersner and Nova Price. Why don't you guys stand right next to me?
002All right. Mr. Ally could not be here tonight, so he asked me to read some words he put together. So most is broken into three divisions, elementary, middle, and senior. I statewide there are 239 schools competing in elementary division of the WMTA Battle of the Books. That's the Wisconsin Education Media Technology Association. All right. Nearly 80 STG students competed in a WMTA 2025 battle. other books. Throughout the fall and winter, teams combined their reading efforts to become experts on 20 pre-selected books. They needed to memorize book titles and authors along with the content between the front and the back cover. Only one team could represent an individual school at the state competition. So, this was our elementary team. For the first time ever, a forsel representing East Elementary was crowned the 2025 Battle of the
003Book State [Applause] Champs. And so I did ask that have some questions for you guys. So first of all, who is here with you tonight? Uh my mom. Uh my mom and my dad and my grandma. And uh um there's also other people here like my brother and some other teachers who have supported me along the way. My mom, my mom, my brother, and my sister. All right. And thank you for all your support. Um what was each of your favorite books that you read? Uh Running Out of Time by Margaret Peterson had uh mine was Lost Library by uh Rebecca Steed and Wendy Massing Langston. Big tree. Big tree. All right. Um and then what kind of questions does do they ask you on that state test? Um kind of just like like what
004is this like what is a sentence from and like or like kind of stuff like that. Okay. So there's 20 books you read. Did you guys split up the books or did you read each read 20? Like we uh spread out the books like we didn't each get four. We each like read multiple books. We sometimes read books that we each read um to so like say Ethan and Nova were both reading um uh roll with it. And um me and Ethan were also both reading Lost Library. And so like we would just help each other out with all these questions. And then there was like and then we also had to know the authors too for the state finals test. And um we would have to insert the name of the authors and the
005book. Right. So if you didn't read every book, you had to count on each other, huh? All right. Good job. A lot of team work. So was there any interesting facts we should know about this team or event? Um once I had a fever of 104 and then Mr. Ally let me take a test at home and then like give the answer sheet that I did to the rest of the team cuz I couldn't be there. And then it was the answers that they didn't know which was good. So that they knew the ones that I didn't and I knew the ones that they didn't. All right. And 104 and you still competed, huh? Didn't run your team down. All right. It was pretty important event, Ethan. And you read the book. the buck with
006the the the seeds, right? Big tree at the end. What happened to that little seed? Um the seeds actually um grew into their trees. They found their per perfect place. And it seems like you guys found your perfect place on this team. And congratulations on being state champs. Next up will be our FBLA state qualifiers, Mr. Screda. There we go. Good evening. Uh, our FBA team is either at a golf meet, at work, or at a tennis match. Uh, so you get me. Uh, our three students that went to FBA, Emma Pipkin, and Emma Hansen. Emma Pipkin completed an introduction to financial math and she finished second at regionals, qualified for state. She finished ninth. Amy completed public service announcement and finished third regionals, fifth at the state. And for my hand introduction program and
007she regionals and third state when you qualify first, second or third state you qualify for nationals which are in California. [Applause] Mr. Could you check the batteries on that? It died out midway through that. We were able to hear you, but um batteries and then is Mr. Cler here for the uh state forensic state qualifiers or do you have that one as well? Got forensics as well. Okay. Yeah, just all up. There are folks online that have joined us. I don't know how long a battery change takes. There we go. Thank you for remembering our online folks watching from around the world. Uh as far as our forensics students, uh if you are here in forensics, come on up for me, please. Awesome. Thank you. Uh so could not be your Mr. Lang. Uh but
008they wanted to recognize our students. Uh they're able to join us. And as far as how they placed earning bronze, we had Caesar Valdo. So raise your hand there, Caesar. Thank you. Also bronze, Joey, Teresa Merson, Eva Franchie, and Piper Crabree. All in bronze. In silver we have Katari Klaskki Kunlleski, Adam Ning, Melanie Warner, Josela, Victoria Rodriguez and Sarah Germanson and Ernie Gold as a state results. Aubrey Brush, Michael Wilson, and Owen Hall. Uh, so congratulations to each of those students for their forensics competition. You were medals at the awards assembly in May. Miss Larson wanted me to make sure you knew that. So, congratulations to each and that. Before we do that, I'll just have you introduce yourselves as we go through and maybe what you competed in in forensics. So, which which uh
009area did you compete in? I did radio. Yep. Owen Hall radio. Joselyn Aila poetry. Adam Noble impromptu. Uh Joey Shupe moments in history. Kieran Kleski group interpretation. Piper Crabtree special occasion. Shisa poetry. Caesar Valadez impromptu. Michael Wilson pros. Again, congratulations to all of you. And next up, do we have coaches Miller and Vlico here for gymnastic state qualifiers? Okay. Okay. Wait, is it on? Yeah. Okay. Sorry. Um, so I'm Kayla Miller, head coach. This is Ashlin, assistant coach, because none of you probably really know who we are. This is Sophia. Um she competed obviously at state and won um she was state champ on v with a score of 9.4. Just a little funny story about it. Um for those of you that don't know about gymnastics, you get two separate vaults. Um her first
010one she did her her normal vault and did get a PR, but it wasn't enough to win. So we decided right before she went for her second one that she was just going to try a new one that she's only practiced probably what like twice like once. Yeah. And she ended up landing it and that was the winning vault. So that was pretty exciting. Um she also made it on bars and placed 15 maybe 15th I think. So that was really exciting. And here you go. Yeah. Congratulations. Thank you. Next up, do we have Miss Hart here for the uh All right. Why don't you guys come on over here? Is it on? Okay. All right. For you, I have Nick and Danny Ellison. Uh these are our 2025 state qualifiers in wrestling. Um, Nick
011became only the ninth multi-time state qualifier in Jefferson history and Danny became the first heavyweight to qualify for state in a little over 30 years. Um, we're extremely proud of all the hard work that they put in. Uh, these guys both do some offseason stuff uh to try to perfect their craft. Um, I know that Nick's talked about goals of uh getting back to the Fargo uh national freestyle tournament. It's kind of like it is the freestyle tournament. Uh it's in July. He qualified for that last year and hopes to get back this year. Danny's uh got the wrestling bug now and uh definitely wants to explore those freestyling Greco. So, these are the um the Olympic styles of wrestling. And uh you know, just seeing that I think he's witnessed what uh Nick and
012some of the others on the team, the growth that they've made doing some offseason workouts, offseason competitions. Um my encouragement from the coaching standpoint is don't quit other sports first and foremost. Uh but see where this fits into your schedule. you're busy guys uh and girls. We have girls uh competing in uh freestyle stuff as well, but you know, they're busy people and I I really want them to continue to push themselves and so we we figure out where it fits in. Um you know, so getting to the tournament really cool. Um, you know, again, Nick's only the ninth student in Jefferson history to make it more than once, and Danny's the the first heavyweight in a little over 30 years. Uh, you know, he's only a sophomore. He's hoping to maybe be a three-timer.
013That that's the goal, right, Danny? Yeah. Um, which that's only happened, I think, to three other people. So, he'd be the fourth three-timer ever. Um, so we'll uh we'll hopefully uh continue this momentum. Congratulations. All right. And then as a board, we want to congratulate Miss Salipac for uh or thank her. Yep. Her when she did and she did win an election to fill a short term and so we appreciate uh her efforts to helping out with the board here. That does conclude recognitions. We're going to get into the more meaty part of the meeting. If you're looking for a time to run away, now's great, but you are more than welcome to stay for the rest of the meeting. Okay, the show will go on. All right, jumping into maybe my computer's also dying.
014There we go. Uh got the consent agenda coming up. Um does contain the meetings from or the minutes from our last meeting employment of Clinton Morris for high school business education teacher and there are no resignations at this time that is going to be discussed later. So, as far as the consent agenda as it sits now, any questions, anything people want to discuss on it? Is there a motion to approve the consent agenda is presented? So moved. Second. With a motion and a second. Any further discussion? All in favor say I. I. Any oppose say nay. And consent agenda passes. Next up, Mr. Graphin with buildings and grounds director report. Well, good evening everybody. Um, today what I'm present to you, I got a few different topics we're going to hit on. Uh, the biggest
015thing I want to hit on is accountability. Not just to you board members, but also to our taxpayers. What are we doing with the taxpayers dollars? Um, and on that, um, basically I'm going to hit on safety. I'm going to hit on uh projects ongoing, upcoming, and unforeseen, and also staff accountability. First up is some ongoing preventive maintenance. I'm just going to go briefly go through these because most of us I want to hit through on some of the walkthrough, just some of the maintenance going on over at middle school. We had some softener issues as you can see. So, we're trying to prevent any more water um damage into one of our schools. So, we did have that replaced here uh the last few months. Next up over here, um, basically we have, uh,
016to my left over here is up here at the high school at the pool. And right in this area right here is our pool pump room we call it. And I'll be going through that with you. We're going to be looking at replacing our pool pump right here. These pumps that were right here were all replaced. And all new piping down here, um, in our pit, and I'll explain why all this was replaced at that time. Um, one other thing here in the middle is over for West Elementary. Uh, that is our boiler over there. We've had some boiler problems um with our communication. So, basically this little piece right here is actually the communicator that communicates between that my computer and basically the boiler right over there. And one thing here um over on
017the far right side over here is basically some of our heat pumps. So, these heat pumps right here basically run like your air conditioner. As you can see the picture on your left, it doesn't look in the best of shape. So we go through and take the heat pumps apart, clean the motors up, clean the coil so they run more efficiency, not only for energy efficiency, but basically for classroom um air quality. One thing we will kind of touch base on is the picture right up here. We see that 12 in. We had a motor that went bad in there. That's one of the bigger heat pumps we have in the building. That's actually a horizontal mount. Um I know I've gained a little weight in my age, but that 12 in, Mr. Graphin cannot
018fit up into that space. So, we basically had to drop that whole heat pump down, redo the duck work so we can gain access to those spaces. Next up is accountability for workflow. Um, working with Jason Pebble, we started this incident IQ. As you guys can see some of the work orders throughout the schools right there. I'm not going to keep on going on and on, but of course, it always figures the high school has the most. We have 853 work orders. This was from April of last year till April of this year. so far on there. So that's uh what we got there for accountability for workflow for staff. Next up I have some projects uh some of these projects on your upper left that is a referendum ran project for u the capital
019project through a referendum that was done by me. Same thing with down there in the lower left and the upper right is the new gymnasium air conditioning unit that we have. One other thing I'm going to hit and touch base with you folks on our walkthrough is energy efficiency and accountability for the taxpayers's dollars for energy and talking with Mr. Bant over here. He knows I'm pretty passionate about our energy for our buildings. So, I keep a pretty close eye on that. And again, thank you guys for your support with the district set points for all of the classrooms. Next up, uh this was actually done during the referendum and this is safety. As you can see right here, all those little purple dots where we had greater than a/ inch on all the sidewalk
020cracks. We could have replaced all those at a cost of 50 some,000. I had a company come in for 14,000 and grind all these spaces, which is a savings to the district of a little over $35,000. Next up, I know there are some uh uh things that some people want to know about the East Elementary gym. Uh the upper left corner up there, you can see the gym when everything was ripped down to begin with up there. And some people may ask why did we put a drop ceiling in. Uh some tiles may be falling out. But basically through this process, what we gained in there is we gained a code compliant building with sprinkler systems because we had to add that into the ceiling. We needed to insulate that gym. So now we're gaining
021energy efficiency. And basically we we lost about 1 foot three inches into the gym. And some of you may ask, why are the tiles falling out? So, hang on one second. I forgot something. You guys know how I like show and tell. So, basically, the clips were not in there when some of the tiles were coming out. We'll pass this along to everybody. This will clip onto the tiles and when they hit it, they'll kind of spring up right here. So, we can pass it along and uh John took care of that over spring break so we don't have any more tiles falling out. And Jake, did we have any Mr. Wickman lately? Not yet. Perfect. Next up, these are the district ran uh capital referendum projects that I was in charge of. And basically,
022these projects right here were about $2.6 million that I completed myself. I had a busy couple summers for everything to getting all these projects done. But also with this that wasn't on there was basically all the high school equipment for teched, the metal shop, autos, and the egg department, the mezzanine, and the paint booth. And uh there's some certain people throughout this project. When people do above and beyond uh call of duty, I always want to thank them. And uh one person is John sitting right over here because during all these projects, the mezzanine was my project too along with all the equipment. And uh I did not have time to complete all that. John and his team did a great job of uh helping me out, making sure everything went off without a hitch
023along with a few other people that we have here coming up and that is Mr. Skretta. So we had a lot of extra meetings for the tech department told me Eric EJ and then the auditorium project that we did uh was the first time since 76 I believe we upgraded the auditorium. Ryan Clarkson, Denise, and Miss Lindy were instrumental in helping out to get the needs that they wanted and everything was done correctly for them. So, when you see them, please thank them. Next up, I always hate to do this, but unforeseen issues. This is West Elementary. Some of you may remember in February, I think it was, when we had to cancel school. Um, I never like when I get early my uh in the morning, look at my computer, the whole building is
024red. Nothing was heating. It was it was actually cold out that morning so I knew something was wrong and basically this is what we walked into. So basically we basically had school open in the day and uh got things fixed. So basically we're only down for one day. Next again some more unforeseen issues. Um, basically the one over here on the left hand side um or in this side right here that's the high school tech at hallway and have some of that flooring was coming up and I know I think Terry you were wondering about some of that. So basically right in this picture right here Terry in the top that's the old shrazle that was in the old high school in 76 era and basically they laid a layment um trousle over that and
025we're kind of thinking maybe we may have a moisture problem in there. So basically we did a small section of it to see how that last if we fix anything more down down the road for anything but that has been repaired. Next up on the right hand side I don't know if you guys remember an email that went out maybe Dr. Ernest put one out um I was in a meeting and one of my staff members came up and said Tim there's some water coming out of the ceiling tile. It was after a rain I said well I said just look and see where the leak is well pioneer roofing. He goes you don't understand the ceiling tile's collapsing. So I left the meeting, went out and took one look above the ceiling. That's the
026water mane coming down the hallway at the high school right by the egg shop. So we got through the day, shut the water off in the building, uh made a repair and had school open the next day. Next up is more accountability for staff. Um basically when I started here and Dr. Ernest talking to me quite a bit and Ryan about accountability for staff if we had any type of onboarding for custodians and I said no. So I worked with both of them. We came up with a custodial services handbook for onboarding onboarding for all of our custodians uh which I feel is instrumental. We use some items out of our employee handbook and we had a few other items on there that we added to our custodial handbook. Um the spreadsheet you see on
027your right is accountability for a lot of the custodial staff. So, what I did is I went through all the rooms in the school and we got all the square footages for the rooms um for carpets, windows, bathroom fixtures, and plugged them all into a spreadsheet of what it should take for time and to see where we are staff-wise compared to square footwise. We were able to reduce one 8 hour position in here of the high school. We did not fill that. And also after doing this um and checking with another service to see where we really stand, we're able to use our rotating eightour people three days a week. If someone calls in, we can use them to sub at other schools so we don't have to hire another part-time person. So we're using
028them to help basically rotate around some of the schools. Next up is some oncoming preventive maintenance projects. Um, basically up over here on your right hand side over here, these are called RTU units. These are from 1999 at the middle school. Our middle school is not new anymore. It was done in 1999, like I said. And these units, most people, and basically, if you maybe had another feasibility study or maybe you didn't have me as a director, they would say replace those units because they're old. That's all R22 refrigerant. We have plenty of refrigerant. I can still get parts for these compressors. I can still get um basically every year we do a startup form on them. So we check everything from the amp truck to the oil samples to actually see how the insides
029of the unit are doing. And basically that's saving the district right now about three quarters of $750,000 for install for the new units at middle school. Um over on your left hand side is some controls. I'm going to upgrade some of those so they can actually um talk better to each other and have better control for some of those units for the spaces for more comfort for the staff. And this is just one upcoming project that's going to be done over here and that's going to be the East Elementary playground, but that's going to be done by John Winch and his team um under the referendum. Next up is some upcoming preventive maintenance. And again, I'll show you more over at West Elementary when we get over there. But I showed you that slide about
030two or three slides ago where we had the water over there at West Elementary. And besides that other pipe, you're going to see Um, hang on. There we go. This right here is a pipe that we use for our uh boiler for boiler water and for air conditioning water. These pipes all go into the wall. They come up and go out along these unit events, but it'll be a lot easier for me to explain to you at our board walkthrough. A lot of these pipes we we found some underlying problems that we didn't know were there, but those are going to have to be addressed pretty quickly, and I'm going to have to move that up and around um during my 5year and 10-year budget. So, that's an explanation for for that process right there.
031And the picture over here is the boiler room downstairs for both boiler water and chiller water down here. And again, we're going to be upgrading some of our district vehicles. And also, I'm getting excited. We have our board walkthrough again. It's going to be on April 26th. I hope all of you can join us so we can go through and we have a little more in-depth conversation some of the things I touched on here this evening. So, do you have any questions? I I have one on the the water man at the high school that you showed that picture shows like two streams of water like perfectly drilled holes. We're draining the system down. We had to drain the system down to there for everything to make that repair with that PVC. And then we
032had to leave it set up for 24 hours. We always do one of those when that glue sets up and he start turning the water on. So he turned that on very slowly. When we did that, that was really early in the morning at 5:00 a.m. And I told Dr. Ernest, if you don't hear from me by 5:15, we are good to go. If you hear from me between 5 and 5:15, it won't be good. And I know he doesn't want to hear that from Mr. Grapher anymore, and neither do I. All right. Was there a crack or a joint or I went to the board after I saved it was a a glue joint that's in there that started letting those Okay. And thank goodness that did not happen over a break. I'm sorry.
033I have a couple of questions for the heat pumps that you switched out. What What building was that? Switched out or which slide was that? Um is closer to the front. Hang on. Let me get back here. Two. No. Three. That one. Yeah. The one over here on this side right there. Yes. We didn't switch out. We actually cleaned the cords in there. We kept on having uh problems with the unit. It kept on going off what we call a high pressure. So, we knew we had a problem either with water flow or air flow. Most all our heat pumps. So, when you have two things, a pressure temperature relationship on how they work. So basically they're they're pretty not simple but they they are to me pretty simple on to make a diagnostic on
034it try to get it repaired. And here's one other thing too and and uh talking to some of my other B&G groups throughout the area and the Milwaukee Metro group. Uh there was a place that they're replacing a bunch of heat pumps and basically it's all you got to really do is keep up with basically the PMS on them and they will last for you quite a while but we do have that on our 10-year plan. We really need to plug the numbers in and of course the EPA is changing all our refrigerant again. So everything we have here in the high school that is now being non-existent anymore. They're now going to a new type of refrigerant. And that was which building? This is the high school that has all these. Yep. Okay. And
035the R22 and the other one that I talked about um over there, Georgia, that was uh um the middle school over there for those other older units. Yep. For the older units. Correct. The concession I have with that is it seemed to somewhere between 12 and 14 years ago. They did a bunch of work at the middle school regarding track systems. Do you know what that entailed? Uh 12 or 14 years ago. I think that's when they went through when they did the 2012 referendum you're talking. Yeah. I don't know if it was more of a computer process that they did to Yes, they went through some uh things for some energy savings um that they had on there. They added some um sensors um I know to all the unit vents. So, we had
036occupancy sensors in there. Um, we also I think the they added CO2 sensors basically to all the areas too and some drives on some of the older units over there too. Okay. Georgia memory surgery pieces. Okay. Was part of what they did I'd have to trying to like do the math in my head of years wise. I have some I have some documentation. if you need to just let me know sometime and talk to Dr. Ernest and I'll get that information to you. And then one question, the flooring in the egg um hall that you're redoing. Um what kind of floor was that? That was a it's a chazzle. And John, what do you call that? Just it's a laid or laminate. An epoxy trazel. It's It's real thin that's on there cuz it's laying
037on top of the other one. Yeah, that's it. Thank you. Um I'm back to the gym. So I guess I wasn't that concerned about the tiles. I was concerned about the usage capability. So has that been fixed? Are they able to have two basketball hoops and do the things that we can actually utilize a gym for? I'll let John talk on the hoops and stuff. Yes. Uh so that's been resolved. Um the hoops themselves will actually be going in this summer. Um the side hoops will actually involve um through bolting I guess a threaded rod through the exterior or through the wall assembly um and then anchoring throughout um and then also building a small reinforced uh masonry wall on one side to attach the other hoop to. Okay. So it won't change like the
038dynamics of how they use the gym like spacewise. Correct. For a basketball. It will be regulation for an elementary school basketball game. Correct. Okay. Okay. Thank you. Um and then uh the other question I had is it's maybe a bigger picture question. It seems to me if I sit and just think through all the unforeseen things, most of them involve a lot of water issues um throughout our entire district. Is there a service or a contract or a company that does um what we paid I don't know how many thousands to have somebody walk through all these buildings and tell us all the things to fix, but they actually see these things ahead of time like so that the West Elementary doesn't have a a lake in the the new addition or you see that
039there's cracking in a water mane in a high school or it just seems like there's a lot like the auditorium was a huge you know it always seems like it's water stuff and I'm just curious if there's a way to try and see this stuff before it all breaks some stuff like I said when we go through west is hidden in the wall and it's better for me to show you than try to explain right now how they did that why they did basically some of that construction back in the 60s or whatever why the pipe went into the wall came up the wall, back out, back across the wall, back in cuz basically we have a a two-pipe system there. So, it heats and cools and we all know that how hot that gets
040on the block wall. Well, that insulation is not the same um consistency and and what we have now for insulation. So, all that's broken down. So, when you have 44 degree chilled water going through that wall and that block wall is really hot, what are we going to have? We're going to have condensation. Nobody really knew that until we had the problem over there. Um, so that those are some things you just really and I clearly don't know any of this stuff, but in my mind I just keep thinking another pipe broke. We have to fix this. Oh, we have another issue with water. I'm just like, isn't there an expert that can come through buildings? I'll let I'll let John talk about this. I know when we did our light pole project for the
041new um football field out there for everything, there's a company that came out and they can do some type of ultrasonic um testing on there to test basically how thick the metal is in there and all that, but I know that would not be cheap to test every pipe and it through the whole district. That's so there isn't like a contractual thing that you can do to try and pick up this preventative maintenance. We're just going to deal with pipes as they break in. Not that I'm I'm aware of. Okay. I guess that was my question is is there question I wish there was we could just scan something to look at it you know an expert or have somebody walk through and do all like they know all the commercial buildings and what's supposed
042to be what but okay yeah but if there is a service I'll talk with John we're here to John do you know of anything that not that you're aware of either I didn't I didn't think of any either so a great question though thank you very much shut off valves help right what's that shut off valves help yes and let's reduce some of that over there. We We want more shot files. That one picture that I showed you folks right here that I had this done when we were going through um which one was that? I got mult multiple things going here. So, this picture right here, these are the prints from the 2012 edition. So, when we had this problem, I tried to go find a shut off valve. I went to the print
043right here. I tried to find where the valve was. Where the valve says it was and where it was were two different totally things. So my goal was that day was to make sure I know where that shut off valve was or we shut the main water off so if that thing bursts during the day while those kids are here we can shut that off and we don't have a little river going down the hallway. So in that time for the high school all other buildings I know east will have different uh tag valves for everything and those will be what's on the print and I'm not basically some things happen maybe during the last construction phase or something. I never blame anybody because going through this process um there's a lot of things that
044happened really quick and basically I want to make sure that we had the high school and I'm going to make laminate copies of this and we're going to have a copy down in M11 where all the custodians are. I'm going to have a copy by Mr. Scrreta a copy my office a copy out in the maintenance shed so something happens here anybody can go here and find out where the valves are and we got them tagged on the ceiling on the tile so we know where the shut off valves are now. So at least we can, you know, shut the problem off a little bit quicker than just leave stuff run and hope it doesn't happen over a break. Any other questions? I love your pictures even though I can't I don't understand it, but
045it's Thank you. We'll have to take pictures because when explain something, people look at me and say, "What the heck is he talking about?" But when I show you guys the pictures, I feel that works really well and I'm really excited about our board walkthrough. So I'm hoping everybody can make it. Looking forward to it. Thank you. Super excited about the board. Um, slide 14. What a great picture. What What job is that? What school? Oh, the one for uh unforeseen. Oops. Upcoming. Upcoming on the right. Bottom right. Keep going. One more back. One more forward. Keep going. Keep going. Keep going. That one. That one right there. Good. Good eye. That really is that one right there. That is one right now. I'm doing a hope and a prayer over there at West Elementary.
046This is in room 13. So, when we had some problems, we basically had to take off this section right here. Um, Lisa was all met. It's all fastened to the wall where we had fin tubes in, everything else. We had pulled that off. There was another leak in there after we got the building up and running. So once I pulled it off and I looked at the nare and I went, "This ain't good." So I was afraid to touch it. I will show you folks this, but please do not touch that until the end of school. Okay, we're close. Uh we do keep an eye on this, but I'll show you. And this is the condensation problems we have in the walls. This is some stuff that was unforeseen that unless you dove into every
047wall and checked everything out totally like that, there's no way you would have known. I know that makes sense that great great picture. That's why we take these pictures for you folks. Not a strategy, just so you know. Yep. Uh just one thing I thought I would add just in regards to that picture. So also on the board uh board docs document is a kind of new and updated five tenure plan that we have that we're working through. Um and just even with this I think it was January 21st for the day that West went down. I still remember um when these things came up right we thankfully are in a position with bond proceeds project savings where we can re rep prioritize and this becomes priority really number one. And you would have seen
048obviously this wasn't even on the 10-year plan last year and now is moved up to whatever we can accomplish this summer is going to get done this summer and what can't get done this summer we're going to continue to address because uh again we don't want to have a situation where we would have to risk anything being closed down. So um just wanted to connect that a little bit too with with that other document that you guys would see there as well. And if you guys got any other questions on that if you want to talk to me about that on the board walkth through with that that would be fine too. Yeah, I can't wait for the board walk through. Thank you so much because you're I appreciate the the dedication, time, and the
049detail that you bring. It's always fun. It's always fun. You know, always when you get to come to work or you have to, I still say I get to. When Mr. Graffin says I have to, well, then you'll know that that's about the end for Mr. Graphin, but I still get to every day. So, I still like every day and it's always fun. Thank you. Uh, next up, Mr. Puff with the IT report. Yep. All right, I'm going to start with the same slides I do every time. I'm going to skip through them all again. Um, nothing really changed. I think I added a few more IT responsibilities as things keep growing. Um, and we keep doing more. Um, the newest thing really is I'm just calling it integration specialist. Uh, that seems to be
050a lot of time with working with different programs, making things different work. I work with Ryan on some budget stuff, making programs. So, that saved quite a bit of time. So, we'll start with technology refresh. Um, same stuff every year. Fifth and nth grade Chromebooks we replace every single year. They last for four years. Um, fifth grade Chromebooks go to eight. Then we reuse those Chromebooks where we need to. Ninth grade goes to uh 12th, and then the kids can buy their Chromebooks if they'd like for 20 bucks. Um other yearly, um we're going to be replacing Sullivan this year, second through fourth grade Chromebooks. These are on a uh a five-year life cycle plan, not a four-year, because they don't leave the district. Um the less the devices travel, the better they can last.
051Um and the students aren't using them as much. Uh the biggest issue we have is breakage and then battery life. Same with all the devices you have there. after four years batteries just aren't holding up as much, but at the elementary level that's we're usually okay with with that. Um, and then computer docations, uh, these are just every they're about seven years old right now, so we're trying to refresh them out as need be. Um, some of them we might be able to get over 10 years, but we're just slowly refreshing these. Um so where these points um current wireless infrastructure we have is end of life 2026 so we have a little bit of time um so we're going to leverage to replace as much um as we can so we can do all
052the high school um so we're going to replace middle school west and Sullivan um this last summer we did east just because of the drop ceilings were out um we had to everything down, not just put in the new access points instead of putting the old stuff back up. Um, and then the high school will have to be done next year. Um, we used rates where this is the year five of so we used as much as we could. Um, high school we would have had to pay full price. Um, so I just held it off hoping we will have next year. Um, that's up in the air right now. uh BenQ TVs. You probably seen at the elementary level we have all the 75 in TVs in all the classrooms and then some smaller
053work areas are 65 in TVs. So the middle school is for this year there's like 50 of them uh that need to be replaced. We're going to be getting rid of all the smartboards. They were actually those software last a long time um 15 plus years and be honest the only reason we're getting rid of them is the smart spot supporting them on Windows operating system. So the new operating system that we're required to have Windows 11 um they don't support and we're running into issues. Otherwise if they would have supported we probably could have kept the smartboards going on. Um, but when you factor in a BenQ TV is roughly $2,300 a piece. A projector we replace every seven years at $1,200. And then BenQ's, a lot of them last 15 years, but really
054we look at 10 years. We've just kind of been pushing it back since they've been working. So you almost break out even um when you factor in those costs. So and then high school will be done the following summer. um staff Chromebooks. So, our our classroom support staff, so our pairs Chromebooks are due to be replaced. Um they're five years old. Um so, we're looking to replace those. Um as well, teachers devices, the Windows devices, those were replaced. We're on year two of a four-year cycle. Um I try this PCs out to keep the budgets a little bit more balanced and up with it going up and down. Um, so they'll be getting 14inch Chromebooks, pretty much the same thing they have right now. Um, just newer devices. Um, so that is going to eat
055up a lot of the my budget for next year. Um, BenQ TV is obviously a big purchase, Chromebooks, um, wireless, and I not sure um, how we're going to get some of the technology due to some of the tariffs with a couple of the vendors saying they as of right now aren't shipping laptops at all. So, it'll be interesting to see the Chromebook refresh how that's going to go in a couple months. So, current projects that we're working on right now through throughout the school year. Uh security, this is always going to be on here because it's always something we're working on. Um as you know, we have the cyber security issue with um Power School. You know, that wasn't us. That was their issue that we worked through. Um, something new we did this
056year was we actually partnered with the W Whitewater um, cyber security program. We had 35 students come into the district two different times this year. Um, in the last, let's see, the first Tuesday of March and April. Um, and they actually walked from the building. They went and saw what could they get access to. Um, just kind of seeing what doors were open, people, you know, put a password in something. They just kind of looked a little bit. They didn't dive in deep into people's desks because I didn't want to do too much privacy there. Um, so hopefully next month they'll giving me a f a finding on what they found. Um, they also connect their devices to our network and tried to see, you know, security-wise what could they get gain access to. Um,
057so they all signed NDAs and so it's like a nice little partnership that we did with them. So it'll be interesting what they find um that and how can we improve. But it was a free a free service that they have that we got to leverage. Um miscellaneous projects um automation. We're pretty much done getting automation set up with students. Staff has got a little bit more to do. Um rostering and reporting. So working on some of that. Um some of these integrations with programs take a little bit time to build. Um we're working on deploying up network monitoring programs. So if something goes down, um, we'll get notifications because now we're relying our PA system is on the network. So if a PA system goes down in the classroom, we kind of need to
058know now. So we need to have something in place with all of these critical infrastructures to make sure they're up and running. Um, phone system, we're rolling out some new features here soon. And then just online registration, something that's we're always working on. um you know we're starting on returning student here um already. So some projects cyber security like I said um something the big thing is we're going to be separating our network out a little bit so if something happened on one part of the network um it wouldn't affect another part. Um so we kind of um we just need to overhaul some of our network networking. Um so that's going to be a big project. Nice thing is there's no cost to this. this is something we can do internally. Um so that's
059one benefit um with all of our funds being spent on hardware this year. Uh event management is something that we've been testing out at the high school um and we're going to deploy. This is going to be a big change for anyone that wants to rent from our facility. Um pretty much all buildings. Um right now it's a paper form. It gets passed around if different people approve it. Um it would be digital now. Um the nice thing about that is allows us to get better tracking. So we can actually just kind of like Tim showed all in that one program for help desk. We can do the same sort of tracking now. So we can say okay parks and used it this many times our sport sporting events used it this many times and
060we can actually have really good reports on here's how much our building is being used by us the community. Um, and so it gives us a lot of nice reporting there and it ties into our existing help desk program for Tim and I. So you create an event and then within two weeks before the event happens, it creates a maintenance request for anything that you had. Um, and it just kind of helps us track and make sure everything gets done properly. Um, this is actually the same as last time. Um, this is kind of the same stuff that we always do. Um, you know, we deploy new technology. We clean all the Chromebooks that get repurposed to new students. So, kindergart all kindergarten Chromebooks go to first grade, first grade Chromebooks, we clean them because
061now they go back down to kindergarten. Um, we, you know, if it's a new device to a student, we won't want them to have a device that's been used by another student and it's pretty much na they're some of them are pretty nasty. So, we clean them. Um, we move all the Chromebooks to the new grade levels. We reconnect all of our technology because when you wax the floors, everything has to go out. So, we have to bring everything back in. Um, always test 911. We test our backups. Um, making sure that if something happened, um, we would actually be up and running. Um, and then onboarding, offboarding, and then deploy the replacement devices. Um, and then classroom technology. This hasn't changed over the last year, couple years. Staff still have the exact same technology
062as they did before. Elementary is the same. Middle school and high school. Um, nothing's really changed there. It's just kind of info um on how it's all deployed. Any questions? Sounds good. All right. Awesome. Thank you. Thank you. Next up going to be Miss Wankman presenting about her school law conference report. All right. So, this was roughly six weeks ago. Hopefully, if you have questions, I'll be able to answer them. I kind of summarized the five um summit seminars that I went to while I was there. Sorry. Oh Okay. Stand up. Go do it. I think you should. Okay. I don't care. It's up to you. I'll get the It's up to you. I can I just got to flip through these while You can do it from your seat. Okay. Get the clicker. Thank
063you. Just operate. All right. So you can see the five seminars that I went to were communicating during a crisis, public participation during board meetings, navigating expulsions under recent DPI decisions, uh teacher contract non-renewal, and then the fifth one was kind of an open panel discussion of various attorneys, talked about things that are kind of making people angry, board confused, whatever, latest education topics um that are driving districts mad is what it was titled. Um the first one was communicating during a crisis. A good amount of the first part of the seminar was spent talking about a district out of Wisconsin that had a pretty significant crisis and all the things that didn't necessarily go well at all for this district over the course of 18 months while this particular crisis unfolded. Um, and so
064lots lots of lessons learned from the St. Helens High School uh crisis that occurred. And the slide that really kind of hit home was to make sure in a crisis the best time to be um to have everything ready is well before any crisis ever exists. So maybe as a as a having a a crisis team at your at your district and making sure that you have kind of the main type of crises that are likely to happen to a district and then having media protocol, social media protocol, um a template for communication materials, stakeholder contact information, and then of course um as things unfold debriefing and doing all those things afterwards. What went well? What didn't go well? The dos and don'ts was also another great slide. I'm sorry I'm just highlighting and there's
065so much that I learned, but um big dos that they talk about are always make sure as a district you're understanding to show concern. Uh these things when they do come there is a lot of speculation. there's a lot of rumors and things. Um, and you also don't want to write off that, you know, don't worry, we'll let you know. Um, we make sure that you're being sincere. Uh, speak with one voice if you can. Take charge very quickly and try and respond and communicate quickly. Be open and responsive. Um, stick to the facts. Share important information in simple declarative sentences. Always try to keep your cool. correct mistakes, address the perception, and clearly state the actions that are being taken. Uh they talk a lot about not um saying things like we can't comment.
066Um well, they know you can so you can you should have some comments prepared when there's a crisis. Um don't speculate uh predict or answer any hypothetical questions. give don't give long rambling answers. Don't um lose your temper. Don't get into a debate. Don't say anything off the record even if you're saying this is off the record. Um don't evade, cover up, or block access to other sources of information. Don't ever try to answer a question you don't know the answer to, and don't assume anything. Um, and then one of the biggest things that they talked about is uh just having a really powerful um a powerful message was remembering your audience that the words we say should be actually secondary to the actions that we take to prioritize the well-being of the students and
067the staff. So you can come up with all kinds of words, but if no other actions follow it, it it doesn't really um bode well for trusting of your community and to your district when you have a crisis. So uh other things, um the second one I went to was public participation at board meetings. There were a few ideas and thoughts that I came away with because they've had this topic at a number of WASBY conferences, but many boards have adopted a policy that prohibits board members from offering any response. I have no idea if SOJ does that. I know that we don't we can't take action based on public comment unless it's on the agenda, but it's interesting because there are boards that have now um written in policy that board members are not
068able to actually, you know, offer any response when there's public comment. Uh another idea, um I was amazed that there are districts that do this, but they actually have public comment before or after each action item. um allowing the public to really partic forward exam the specific section of reading. So now you students are going to get a subcore in reading that has never happened in the past. It used to be um like a composite score in ELA. Um they are also going to be giving us these scores by the end of May. Uh in the past we'd probably get them mid July to end of July. Um so all student individualized reports will be given to us at that time. We'll be then able to analyze the data. So a student in third grade
069um in order to be considered um proficient in reading not only has to exit their reading plan but also score um proficient or meets expectations on the Wisconsin Ford exam specifically in the reading section. Um I'm working on um an AG to align to this process in conjunction with Dr. Ernest the elementary principles um and then getting feedback from specific teaching staff um on what we will have as our process for promotion from third to fourth grade. We are not promoting retention. That is not something we are going to promote um even though it's stated in the law. uh we will promote a student be promoted to fourth grade with specific interventions as part of our multi-level systems of supports um and continuing that process of intervention um with defined extra criteria from the supports
070that will come out of that. Um so there will be a defined process within the AG of what um principles and caregivers uh along with their um specific reading teachers need to follow in order for a promotion to move forward. I can just add to some of the important information that Mrs. Grroy already mentioned. This is the first read. This policy will not go in effect until July 1. Thank you. And there's a reason for that. Uh so there's a little bit of clarity in the law of saying the the promotion policy doesn't go into effect. So this does not this policy does not affect the current class of third grade. But what does affect the current class of third grade um is a continuation of a reading plan or not as part of the
071MLSS process. Any other questions? I have lot of questions. Um, so when I read this policy, I read that second paragraph, uh, last sentence. The determination process will consider relevant factors such as reading proficiency, social and emotional development. Is there a formal way that you're going to measure that or is it going to be a team deciding whether a child is socially or emotionally developed? Um, so I will say that that was language coming from Niola. That was not language that we developed. Okay. Um, but part of the administrative guidelines is a team effort to talk about that specific hard and fast. There's no assessment that's going to measure that. It's really going to be subjective. The team kind of discussing their social and emotional development. For sure. I will also say that we um
072this year give my sabers out of FastBridge as part of a screener. Um we will not be continuing FastBridge um my sabers in the following years because math and ELA are switching to Ames web. Um so we will no longer be contracting with them for elementary. Um however the school sites in conjunction with Jenny and myself are uh looking at alternative screeners. Um Fastbridge My Saber screener was made um ironically from a free screener um and they just put it into a system for all kids to be able to take. We're looking at creating that same exact screener in um a next path um for students to take and then we can identify specific criteria based on that screener. Um so that can be part of the data that we collect. Um in addition with
073you know when we think about um behavior those types of things that come into that students um realm. Okay. And then um the last the last comma and available supports. Um what I struggle with about that is so that's very um subjective I guess and I I'm struggling with aren't we obligated to provide them with the support that they need to be promoted. So I I feel like we're in the sentence says the determination process can involve us saying we don't have the available supports so therefore we can't do this. Um it just seems very subjective along with the social and emotional development piece. If we're not using things that are pretty um objective, I feel like a lot of bias and a lot of things come into that sentence. In a decision, which I
074of course asterricked four times, retention is almost never a good idea. Um and it has very significant risk. Yeah. So if you I can bring the AG back to you um next reading and in that reading it lists probably I think six different studies around um retention and the effects of retention um for us to have conversations with staff um that maybe might be promoting that for a specific student andor parents that want it as well. Um, a lot of we have to think about the kids that we retain and what happens when they are now going to be juniors or seniors and they're a year older um than their peers and they turn 18 when they are actually a junior and they get to drop out of school or maybe they need extended 18
075to 21 year old services. Now they just lost a year of that time um when to be doing career development and things like that. So, um, there's a lot of negative things associated with retention and we know that, but we've never really promoted retention in this district and I don't think we will start with this um, policy. Um, and then under the part that says promoting students with incomplete personal reading plans. So, that's the bolded part. Letter A reads in the following and subsequent school year um provide intensive instructional services, progress monitoring and supports to remediate the identified areas of deficiency. And then it says until the student scores at grade level in reading on a sumitative assessment, it's okay. Or is it a good assumption to say that should be that they're scoring at
076their current grade level, not grade level? It's interesting that you bring that up. I was on uh I created out of this policy and some work um out of a workshop I was in, I created a flowchart for our staff because I think this is very confusing. That flow chart got a lot of attention and I was on a call with DPI and seven CISAs today around my flowchart and they're taking that flowchart and making it something that CISA and DPI are going to promote. Um, and I brought up that same thing. The state statute says that they need to meet their third grade reading goal. And I said, "Wait, in fifth grade?" Thank you. That was exactly what I said. go but in fourth grade we want them to be a proficient fourth grade
077reader and in fifth grade we want them to be a fifth grade reader so that direct question went right back it's going back to Barb I saw an email when I was sitting here is going to put Barb no back at DPI um because I had said the same thing and um I said I'm confused about this part of the law because what could happen then is I'm going to say hypothetically I said this in the call today a student could not meet their personal reading plan in third grade, not be proficient on the Wisconsin Ford exam. We promote them, they then meet third grade state standards on an alternative assessment because we would be progress monitoring them, let's say, in as web and they now show the 25th percentile above grade level in a
078third grade orf and all of a sudden we're going to exit them from the plan. I go, "We would never do that, but that's the way this is written." Right. Right. So, that to me seems like a flaw. And so, I asked for clarity on that um today in the call. Um so, there'll be a bunch of emails going around with that. So, I I can maybe answer that at the next time. I think this promotion policy is written to align with legal, but I don't think there's a lot of clarity with how it's actually going to be enacted out. And that's where the AG I think is going to become important. Okay. Um and then you I think Dr. Ernest covered my next question which was the effect 71. So my understanding is the
079current third graders will have a reading plan by 71 prior to 71 if they don't or have one now. Right. Right. Um and no third grader can be exited from their reading plan until the Wisconsin forward is taken. So even if they um in the fall um get identified as a student who needs a reading plan by a screening assessment or the winter um then they stay on it all year long. we just can un like reduce the intensification of the reading plan um and the types of supports we're providing the student as well as the amount of progress monitoring that we're doing for the student because we are currently monitoring any student um that's on it weekly but we can then go to like once a month or bi-weekly depending on that student's need
080um until they take the Wisconsin forward. Does that make sense? Yes. But they're going to be in fourth grade. So they're kind of exit. I mean, as after this is implemented, they're now fourth graders. So, right, they'll be then transition to one of our traditional multi-level systems of supports plans, which is almost the exact same. Okay. Um, Yep. Okay. A student will not notice the difference. It just won't have all Yeah. In their daily plan, they won't notice a difference. It won't have all the legal things required in the plan. It has the development of what we have in our plans. So then it brings me to a bigger question that you may not be able to answer and I'm okay getting this later, but from a resource allocation um standpoint, our district specifically, I
081would like to really understand the number of students we're talking about that act 20 impacts in our district when it comes to resource management. I can tell you in about two more minutes. So yeah, I was kind of thinking like East West Sullivan kindergartener first, second, third graders, like what are we talking? Are we talking a hundred students, 25? Um, from a resource allocation standpoint is the biggest reason I want to know. And it doesn't even have to be specific, but I just think the board should be aware of what how many students are impacted by this huge. Um, so we are currently doing I'm actually not going to give you spring numbers. Why? Because we are in the middle of testing right now, so they might not be accurate. I'm going to switch to
082winter here for a minute. So, in the winter, uh, in kindergarten, we had 33 of 91 students. In first grade, we had 35 of students. Uh, I can tell you a percentage. That's in kindergarten, 36%. First grade, 36%. Second grade was 45% with 38 out of 84. And then in third grade it was 35 out of 99 for 35%. So a total of 140 students. Okay. Um are they allocated pretty equally among the elementary schools when it comes to resource allocation? [Music] Um I mean if you have um three at one school and 30 at the other that's a that's an issue I think the board needs to understand from again resource yeah allocation. I I mean I can get you all these numbers very quickly. East has um kindergarten 9 out of 24, first
083grade 13 out of 36, second grade 17 out of 35, third grade 12 out of 35. West kindergarten had 18 out of 47. First grade had 10 out of 38. Second had nine out of 29. And third had 15 out of 39. I could have told you the total number of students at that building. That might be helpful. I'll go back. That's okay. Um, Sullivan had six out of 20 in kindergarten. First grade had 12 out of 22. Second grade had 12 out of 20. And third grade had eight out of 25 for a total of 38 in the building. Let me go back to East and West. West had a total of 51. and East had a total of 51. So, pretty similar. Okay. So, there's some pretty con there are some classes that
084are and I will say in my in my teaching and learning community groups, most districts are running between about a 36 to a 45% of their students were right in that area. Okay. Okay. And these numbers may drop and or I mean worst case scenario could increase based on spring stuff. I mean we assume that they've gotten a full year. So some might actually meet criteria. We know that criteria increases throughout the year. Right. I Okay. Yeah. I suppose so you I mean what you're expected to grow at the 25th percentile in fall is different than what you're going to expect to score in the 25th percentile in spring because they expect those students to have a year's growth too. Okay. Okay. Here's our downfall. Um and this is set by DPI. DPI requires that
085we give the assessment 45 days prior to the last day of school. And assessment have to be completely completed. So the assessment for sometimes because you have to give multiple assessments and then you have to give a diagnostics blah blah blah um takes sometimes a full week if not two weeks. Um so you're talking 75 days like our last day of getting anything done has to be April 17th. No question about it. That is dead drop. Everything has to be done when we counted back 45 days. The problem is it's right at the beginning of the spring window and now kids are going to get additional instruction. Right. Right. So that percentile is for the whole window. We could give it June 2nd. Yeah. Right. There's pluses and minuses to catching them earlier and having
086might be giving them more intervention than they need. But hey, that's that's I mean I would say this process uh with with um progress monitoring, we exit students whenever they meet the criteria, right? Okay. Um, and then the last thing I was just going to mention was the um on the policy itself E and F under the [Music] um hold on there's only one part that has E and F. Um I guess I just didn't understand what it says any other factors. Sorry, the highlighted part or the bolded part is under promotion of third grade students with personal reading plans under E. Any other factors relevant in deciding whether to retain or promote a student? Pretty bland. But then F says those factors or conditions considered elsewhere in the district policy or administrative guideline pertaining
087to student promotion and retention. Um that they seem very similar. We do have a policy 5410 which is promotion. The first line in it is basically saying that I'm paraphrasing pro promotion is um is the route to go over retention. So this supports that language. Okay. Um this also gives by choosing both of those it gives more latitude towards the teacher and the principal and the parent who knows the child and what's best for them to be promoted. Okay, guess one more question. What was the date they have to give you the data? Who? Now that you said you're going to get the forward exam data earlier, what did they say? End of May or the last act digest? I believe it was May. Let me look at my calendar. May 27th, I think we're
088getting it. So, you've got two weeks to meet with this many students and figure out whether they're parents and you are going to promote them. That seems not humanly possible when I look at these. Well, I guess it's just the third graders that really have to have meetings, right? Wow. Okay. All right. A lot of resources, a lot of human resources going into this. Um I sure hope it proves all as well. Okay. Um I think that was the only like IEPs, we are going to offer opportunities for things to be virtual. We're going to it could be over the phone. It could be a conversation that you have with a parent out in the, you know, um, a five-minute conversation after school. This does not for some students need to be a full on
089team meeting that's like an hour talk about this. Okay. Right. Okay. Because that's a lot of teacher time that we want them to be learning, reading away. I did create a form that you'll see in the administrative guideline, not quite set yet, um, that we will have parents sign off to put in the queue. Okay. Okay. I really appreciate it. I know this is a lot of work and I know I have a lot of questions. Um reading is really important. I get it. It's a it's an important initiative. Um but sometimes I think some of this stuff it sets us up to fail if we don't have the right resources in the right places and and everybody understanding them and yeah, we're putting enough stuff and time behind them. So yeah. Yeah. Any other
090questions on the first reading? All right. And I think you're up for the first reading of the new position description for intervention par. Yeah. Um, this uh position uh is not going to be um a brand new position that we're hiring someone to be this intervention parah. Um, we want flexibility in the current staffing that we have, um, to be able to support things like ACT 20, um, and our implementation of, um, our new ELA uh, curriculum and resource to allow for some of our reading teachers to be able to um, coach directly our universal resource um, implementation and the learning aligned to science of reading. uh that we have all been doing. So that implementation process of uh those practices and high lever strategies. Um but we do know that there is a need
091for additional supports and interventions um for our students. Um so we are hoping to identify um specific interventions um that we can get uh people trained in um and they would deliver that specific intervention and that specific intervention only um as they wouldn't hold like a 316 license or anything like that. This these people would not work with our highest need students or we often call them our tier three students. um they would work with our tier 2 students. Um so all it's really doing is allowing for flexibility for us to um identify um proportions of um non-certified staffing um to be able to support that. If I can add a few things to what was already well said. Um, so first read, um, and act 20, as we just kind of alluded to, is,
092uh, uh, putting mandates on our already overtasked staff. Um, we may be able to allocate title one funding for this position. And as Mrs. Grundle said, it wouldn't be a standalone position. It's a position description. We want to couple possibly with other roles. For example, uh a library par professional might be a library pair for four hours a day and an reading interventionist or interventionist parah for 2.75 hours of the day for a full um 6.75. That's just an example, but that's something we could do if we had this position description. Right now, descriptions have this line at the end that says other duties as described, which works, but we think it's better to have a a more specific uh job description. And that's one of our goals over the next uh year or so.
093Any questions on that one? Um it it's mentioning just maybe I didn't maybe I wrote this wrong. I thought I just saw adding it at East and JMS. Where did I get that? Is that those those are possibilities of reallocating people that have 6.75 to give them different um different job descriptions throughout their day. Got it. So it's not necessarily they may be needed in other buildings as well. Yeah. This position or this eventually. It's just we're thinking of the FTE that we have right now. But I want to stress that budgetarily we're not asking for any new positions. It's kind of the the the thought of doing more with the same um instead of doing more with less. That gives us some flexibility with the staff. Any others? First reading. Okay. Yeah, just first
094reading on that one. So, next up is going to be finance and operation topics. We'll be looking at the enrollment driven certified staffing plan. This is a second reading. Does anybody have this? Does anybody need this or no? Nope. I think we're good. Does anybody have any questions or comments on this one? Are we getting presented anything or do we can we just ask questions? What do you think? This is the second reading. So, oh, sorry. I wasn't at the first read. Yeah. So, we presented last just to hit the highlights. Um, the staffing plan has a reduction of 1.96 FTE. If you do all the math on that, uh, what I'm happy to report is it's attrition, it's retirements, it's it's uh, some scheduling. Uh so and then we're projecting a decrease in enrollment
095of approximately 36 students. So if you do some really basic math 36 students less next year projection uh 1 almost 2.0 FTE that's about one per 18. Those are some numbers which you really want to uh look at as far as the terms that we use. Right sizing, appropriate staffing as we need to continue to do that uh over the uh the coming months and years with declining enrollment is a reality. Um so thankfully there's no non-renewal notices that come from this staffing plan. Um, and I want to appreciate and thank uh the administrative team for working on it and really making sure that we're crossing our tees and dotting our eyes when it comes to um the class course selection and making sure that our numbers are correct from grade level to grade level
096every year. Okay. So, can I ask my questions because there's a fair amount of them because I wasn't at the first meeting. Um, how many classes at the high school will there be next year that are less than 15 students that the district administrator has approved? I'm going to lean on Mr. Scratter for that. And he's smiling, you know. Okay. That's fine. We do follow that process. Okay. And then um so you don't feel that there's any hot spots? I noticed one um at for next year and I believe it was at Sullivan. This plan says there are no hotspots identified. There is one that's right at 24 for a teacher um pupil ratio and I believe it's at Sullivan. Yes, it is in in fourth grade. So if one enters, we only have one
097teacher there. So I mean that that's being watched because that's a hot spot. Yeah, that's that's being watched. Uh Sullivan has a tradition of not going to two sections for 13 and 12. So that's the way it was not allocated as a hot spot. Okay. As a one section school, it kind of uh gets uh blessing and curses that way. And then under your term um on the last page the wording I believe I just want to make sure I understand what that means. It says in quotes examine standard schedule mean what like what does that mean examine standard schedule? So, this is a goal for 2627 is to see if we can look at the uh schedules at the elementary schools um to see if there's a standard schedule that could be run at
098all three schools that could allow for sharing of staff if it gets to that point for specials or moving from building to building and things like that. Mostly specials could be interventionist too, but mostly specials. Got it. Um, and then can I just ask why there was an assumption made on the going into sixth grade at the middle school that we would drop from one, what did I put here? Um, that it will go down by two students when we often tend to pick up students at the sixth grade level every year. But it was calculated that we were going to be minus two in our in our count. Does anybody know why that assumption was made? So, we've looked at a historical survival rate for cohorts and yes, we sometimes get a bump from
099either uh students are homeschooled or students that were uh private schools through fifth grade. Um but that that the fish in that pond is is smaller. Um so after that, that's what uh Mr. Rat you so not even you just decided maybe you'll have two less if the if you look at appendix B this was one of the new pieces we added at the at the end a couple things that we're using internally as the district um and we recognize that you know there there's situations where we're going to be above and below what these projections are but if you look at what I'm I'm going to call the checkerboard um and you track those fifth and sixth grade numbers um really what those percentages next to that sixth grade that 98% that's again projecting
100that decrease of two is looking at an average or waiting over the past five years of how those fifth grade classes have have grown into sixth grade or decreased into sixth grade. So it's it's using just for similar methodology across the board. Um because again we probably could find areas where even from September to fall we well we or fall to se uh excuse me September to January counts. We know we've picked up kids or lost kids. um it's easier just to kind of ride those differences and use a similar methodology all the way throughout the district. Okay. Because I'm gonna ask that about a couple of these things now. It's just these predictions. I I just I don't understand. Um so I'm looking at the sixth grade middle school uh TPR for 2526. And
101we're not moving any FTE at that. And I'm not saying we need to, but we're going to go from a TPR of 22.2 2 in one year with the same amount of staff to 18.8. That's less than all our elementary schools at the middle school level. Um, that's a lot. That's a huge shift. Yeah, I can answer that. And there's some there's some elementary schools that have TPRs less than that in their classroom. But when it comes to middle school, a middle school schedule, as you can imagine, is complicated to put together. Uh so moving from five sections to four sections is when you have five sections in the other two grades six and seven makes things very difficult. So um there could be a possibility next year in the next year's u staffing plan
102where we go with four sections and four sections. Believe it or not that actually works uh easier because okay you have to balance the schedule both vertically and horizontally when you're building a class schedule for middle school. Okay. Okay. We looked at CPR. We did look at it um very carefully. Okay. Um and then uh in the high school I was just curious why the assumption would be that from 11th to 12th grade you would go up by a huge number of students. Um where do you get that? That's a great question. Yeah. 12 or whatever are going to join our school. No, that's that's a good question. Some of it's open enrollment. Some of it is uh SOORE programming. Um so students that are continuing on in finishing degrees within SOORE, they're they're counted
103as 12th graders. Um so again, it's a great question that that checkerboard again that grade level has 110% survival rate and it's just using and applying that that ratio to say that now it's going to be 182. Um I don't know if we know the exact sore numbers for next year but um that is historically right if you look at the past 5 years 153 turn into 152 146 turn into 159 we see those large growth there some of it open enrollment but but a lot of it is just from some of our alternative programming. Yeah. It makes more sense to me now that we're counting those sore people as seniors. Transition transition program for 18 to 21 I believe as well was counted there. So, okay. It just looks like a huge shift. And
104I was like, wow, why is right and we're not counting them except for a senior year. Like we're saying they're they're just adding to your 12th grade. Staying with that 12th grade class for the count purpose. Okay. Okay. Yeah, it's a good question. That is I mean a 17 increase is large. I mean between sore and transition can't crystal ball exactly what open enrollment but again for trying to maintain a certain methodology throughout the district. Um okay. Yeah. Wanted to be consistent with that. Okay. And I just going to put one more queue in only because it looks like the staffing plan did say to take 1.0 FTE out of it says reading teacher and we just went spent the last 45 minutes talking about um our district struggling with um how to implement all
105these reading things. So hopefully we'll we'll move those resources around appropriately. Um yeah, losing reading people. So, okay. I think that was the only questions I had then about the staffing plan. Does anybody else have any others? I I'll wait for Mr. Shredda. You can email me, too. I'd just be curious how many classes we're offering with less than 15 students. Okay. It is an action item. Is there a motion to approve the 202526 enrollment driven certified staffing plan as presented? So moved. Second. With a motion and a second. Is there any further discussion? All in favor of the motion say I. I. I. Any oppose say nay. And motion passes. This will be a first reading of the revision of supplemental compensation handbook. All righty. Good evening. Thank you again. Um yeah, so I
106am bringing here uh first a couple thank yous to Miss Schmidt uh members of the uh supplemental compensation committee uh that met um yeah earlier uh about a month ago. Um just to talk about some of the requests that we had, some of the updates um and just as now this is my second time through um I'll go through some of the changes. It's really going through the process of how do we want to continue to morph affect and change this for what's going to be the betterment of our kids and an important aspect of their educational career. Um so there there's highlighted in yellow within the draft copy um some changes. I guess I would try and categorize that by a few different ads which I'll talk about in a moment. Um some balancing
107between um some of the various assistant coach positions, right? just to try and create a little bit better balance or equity I guess maybe depending on how much time those individuals are spending. Um and as well as just a little bit of some cleanup work I guess maybe toot and clarity along with that. Uh so a couple pieces um the addition of cheer which the committee did uh vote and approve on last year but was ultimately just given some of the the still the newness of the program. that had been in there for two years, but uh just with the um uncertainty around referendum and what we were going to be doing, we did decide as a committee and a administrative team to hold off on that last year. So that uh was brought back
108for your consideration. um district sila biiteracy uh Miss Batitali is going to be coming in a couple weeks maybe sometime next month to recognize um her students that it now is a if I recall correctly a transcripted um honor I guess for those students that have obtained that high achievement in biiteracy. Um so adding that as well. Um, looking at the agenda, there was a conversation about balancing of uh different assistant coaching positions. For example, um, based on length of season, I think one comparison was between um, volleyball and sorry, there we go. Let me see. um like volleyball, cross country for those for example, some of them soccer that that are um maybe shorter seasons but yet volleyball has more weekend requirements um more more uh contact with students and was yet lower on
109the compensation schedule. So there's some some edits, suggestions there um to try and balance those and and mirror some of those other sports um for those assistant coaching positions. Um, there was also a couple to to balance out between the middle school and high school between uh, for example, a high school position as a uh, cross country coach versus the uh, assistant cross country coach at the high school. And again, a lot of that was those recommendations were based off the length of the season. Middle school is much shorter. Um, and so just making some recommendations to try and update and differentiate those as well. Um, and then there's also some other adjustments near the end. Um things like uh while we do sometimes have things in the book that we don't fill, striking Saturday
110school, um I'm not exactly sure when the last time we offered that was. Um adding some clarity with um you know how we pay teachers if they have a loss of an individual prep. Um and uh just some some updates and trying to slowly change some of those hourly rates. Um as well as just clarity for how the middle school handles that. Um the other piece that we're working through is as Dr. Ernest said over the the course of the next year, we're really trying to look at positions descriptions and keeping those updated as you've heard a first read tonight for that um intervention promotional. Uh the compensation committee also provided some guidance on an updated one-pager for position descriptions. Um we're not going to have a a different position description for a head track
111coach and an assistant track coach. But I think it's helpful to say, "Hey, as a high school track coach, this is the length of the season. These are common expectations." having a one-pager to give to new staff, especially for some of those other uh extracurriculars, leadership activities. What does it mean to be this district seal of biiteracy coordinator for example? Um I think is a very valuable thing to a staff member that's stepping into a new role. So working with the committee, working with the administration, um we'll be bringing these back to you in batches as we continue to evaluate the the positions that we offer and uh the things that we we can do for our kids. So welcome to questions can provide clarity either now or uh second read but wanted to present
112to you this uh first read tonight any questions. All right thank you. Next up will be our future agenda topics. Uh does anybody have any suggestions for future agenda topics? At one point in time I um I had mentioned uh the idea if the board doesn't want it I'm fine with that too but uh that would it be helpful to have a subcommittee of various aspects all aspects of our district have a um recruitment and retention committee looking at the various challenges and ideas for that um moving forward. I know it was something I had emailed to Matt and to Charlie. So, one thing I mentioned, we typically update our employee handbook in June. So, if that is a subcommittee that the board would like to put together, um I'd re I'd recommend two or
113three um and um you know, they could sit down and just brainstorm ideas. We do have we've got a running list of things that we meaning we the administrative team want to bring as recommendations um for updates to the employee handbook, but happy to listen to other ideas. Yeah, I was thinking along the level of not just teaching positions, not just you know um that somewhere our district struggles in all different areas, retention and recruitment um the paraprofessional side the you know all those things and so maybe having I was hoping that maybe a group of all different um disciplines and and areas could talk about some ideas and there might be ideas some of us don't think of but for retention or recruitment. So on that topic, I think the perceptions uh survey that's
114going out will provide a lot of feedback for that and then maybe grow from there. So I can't remember if it asked that question to the staff, anything about that? Were there things that would retain you or help with you know those kinds of things? But not specifically. There's a comments section. I mean that's less less. Okay. Just on that as far as like retention and recruiting. Uh do we have anything to do with any of the PTO's PTAs within our district? as far as as far as trying to recruit or retain that usually uh falls upon the uh the officers in the PTO and then also the hard work of our principles but any other future agenda topics board uh president and superintendent announcements two things uh one is just I hope folks complete
115those school perception surveys, both parents and staff. Um, we're looking forward to getting that feedback. And then also just board members, we have our board survey that's due tomorrow. Point of clarification, are we supposed to do the staff perception survey board members? No, just the parent one. Oh, that's if we have kids in the district, do the parent one. Okay. Dr. Ern, do you have any announcements? Freaky Friday. Um 23rd, 24th, 25th, 26th. Is my Did I get that right? Was I close? Um so, uh make sure you you get out to that musical. Um 24th, 25th, 26th, and then the matineese on the 27th. So, I'm sure it will be fantastic. All right. In that case, is there a motion to convene into close session pursuant to Wisconsin statutes 19.85, parents 1, C, E,
116and F to discuss personnel issues and to discuss contract negotiations with the Jefferson Education Association for the 202526 school year? Move. Second. Motion in a second. That'll be a roll call vote. Miss Schmidt. Mr. Condan. Yes. Mrs. Fox. Yes. Mr. Eel. Yes. Mrs. Mcwill. Yes. Mr. Peltier. Yes. Mrs. Cipac. Yes. Mrs. Winkman. Yes. All right. We were in close session now. Thank you everyone.