Board of Education Regular Meeting - April 6, 2026

001Heat. Heat. call to order this meeting. Uh we recognize that the school school district of Lacrosse occupies the land of the Ho Chunk people. Please take a moment to celebrate and honor this ancestral Ho Chunk land and the sacred lands of all indigenous peoples. Will the secretary please call the role? >> Here >> Mr. Ma >> here. >> Mr. Newmeister >> present. >> Dr. >> here. >> Ma >> here. >> We have a quorum of the board of education is present. So the regularly scheduled meeting of April 6 to 2026 is hereby called to order. We will now have the pledge of allegiance. Stand as you are able and face the American flag. >> I pledge algiance to the flag of the United States of America and to the republic for it stands one nation

002indivisible and justice for all. Tonight's agenda has been previously distributed to the board. I would entertain at this time a motion with a second to approve the agenda as submitted unless there is a motion to amend. >> Make a motion to approve. Well, sneak got in there. Second >> motion. >> Jim shortcut it. >> Mr. Beski, seconded by Dr. Any further discussion on the motion? All those in favor of the motion signify by saying I. >> I. >> Those opposed. Motion carries. >> We'll then move on to public speakers. >> Um, finally my language. Sorry. It is the policy of the board to provide at its public meetings an opportunity for individuals to address the board. Comments about individual staff or personnel are not allowed. Open meeting law prohibits the board from engaging in discussion

003or responding to matters not included on the agenda. All speakers are reminded that the same policy limits your time to speak to five minutes. The limit will be strictly enforced. May I ask the superintendent to keep track of the time and to notify the speaker when time is running out? >> I will. >> Thank you. Public speakers are also asked to give your name and the school district where you reside at the beginning of your time for the public record. Our first speakers tonight are Lily, Levi, Ellen, and Ree. I am Levi and I live in the school district of lacrosse. I'm Lily and I live in the school district of lacrosse. >> I'm Ellen and I live in the school district of lacrosse. >> I'm Ree and I live in the school district of

004lacrosse. and then first. >> Okay. My name is Mrs. Martin and I am the third grade HPL and library learning teacher at State Road Elementary. And I'm here with my third grade HPL creative writing students who um researched the history of State Road as we were cleaning things out and going through our construction. and they really wanted to share what they learned about their school with all of you with all the changes that are coming. So I will let them present. Um this is a picture on the left this is a picture of the first state road in 1867. On the right it's a picture of state road in 1873. And this is the log school information. The first state road school was made of logs. It was interesting to us even though there appears

005to be very little information about it. We know where the property was located and have the deed. On the land on the southwest corner of the intersection of Hagen Road and State Road, Highway 33 is where the first State Road school was located. There is still a house that was owned for many years by Oscar Hansen that is now owned by where Ora trails are now located. Um this is the brick school information. Um, State Road School was located in the brick building on State Highway 33, 4/10en of a mile of 4/10 of a mile east of Hagen Road from 1873 and 196 >> 1956, a total of 74 school years. For many years, Highway 33 was the only road into Lacrosse from the east and the direct connection to Madison, the state capital. Um,

006children came from the surrounding farms and some came from as far away as the ridge at the top of the Irish hill. >> In 1949, Um, this is a map of State Road School. The land where State Road School is. I know something. In 1949, there was 18 students in the brick school. From 1949 though through 1955, the school had 73 kids together into one room. On September 16th, 19 57, the brand new school was introduced to brand to all the kids. The new the new school had all the kids had seven rooms, four classrooms, a janitor supply room, and the and a teacher's lounge. There was a basement in the new school. It was a playroom for the children and it was to and it was a meeting room for the adults. Almost all

007the furniture was new. This is the library where you buy get books here and you can read. Sometimes you can do puppet shows, read with a buddy or you can do the puzzle in the corner. I sometimes look at the fishies which are goldfish. Yes, our library has fishies and fun things to do. But think of what they did in the 1950s. I think they read, they played jacks, and they colored. >> Reading back in in the 1968 wasn't very different, but now we use iPads and books. The desks are very different, though. Oh, these are some games that they played like Jacks, marbles, and pickup sticks. Oh gosh. Here are pictures of the office in the 1968 and now. There is much more technology now than than in 1968. The The old office is

008now the AC now the academic coach's Miss Rupek's office. Now we have a new entrance to the office. >> This this was our first Wait, what? >> No, that's okay. You're good. >> Okay. Speaking right now. Okay. Um later on in 1969, the second and third grade hallway was added on as an addition because State Road was growing much larger. And these are some pictures we found in the um research that we did in past historical projects in the binders. This these are photographs from the newspaper um based on the addition and what state road looked like back in 1970. Then we had another edition in Go ahead. Reese is going to talk to you about the 2012 edition. We found some of these pictures in old yearbooks. Um, the 4K room is still in

009the same hallway along with the art, music, and third grade class. And they added the new entrance. This is where the This is the some pictures of the current construction and the and these are some videos. I'm still Is that good? If you change our school's name, it will be more money. And our school is older than Henchin Elementary, which was opened in 1968. And our school and our school was opened in the 1800s. Over the past 150 years, State Road Elementary has grown and added many additions. We want to preserve the history and memories of our school by keeping its name or if it's changed, find a way to honor the name State Road Elementary. Thank you for listening. Stay right here. Please have questions. I just want to say thank you. You all

010did a brilliant job. I know that was kind of scary to stand up there and talk into a microphone and you all did really great. You should be really super proud of yourselves. Um I do think that uh Joe and Dr. Angel need to up their uh review for the board on uh construction updates because these kids are really knocking it out of the park. And uh I was a student in the 1960s. I didn't go to State Road. Um I'm so old I rode my dinosaur to school uphill both ways. Um, we're not allowed comment at this time. Uh, because it's a a public comment. Um, but later on in our agenda, there is a consideration of receiving the report for name recommendations for the newly consolidated schools. So, if you're interested in sticking

011around, you're more than welcome to do so to see the board discuss receiving that report. Otherwise, we know you might have other important things to do on a beautiful day. And so, if you want to take off at this time, you're more than welcome to do so as well. Well, thank you so much. >> We'll now move on to the uh superintendent's consent agenda. The superintendent's consent agenda is a mechanism used by the board to deal with routine business that must come before the body. Are there any items that members would want to remove from the consent agenda? >> I'll make a motion to approve. I was actually going to ask um a question on the uh HR approvals um for the new um I don't want to say business manager. Is that the right

012title? >> Executive director of business services. >> Um can you tell us a little bit about that person and their background? >> Yeah. Um so we went through a hiring process. We had a number of very good qualified candidates that we were able to um interview. Uh and we selected Brandon Mson. Uh he is currently a superintendent in the North Crawford School District. He has served as the business manager there for um I think uh nine years. Um initially operating without a bookkeeper, so he was doing kind of the general finances as well for a bit. It's a smaller school district than Lacrosse. Uh he oversees all of the associated services there, school nutrition, facilities, transportation. Uh, and so we think he has a great background. Uh, understands the complexities of a school district at

013a smaller scale, is used to wearing many hats. Uh, is a bright guy. We feel like he'll be a a a good successor to Miss Spring. Impossible to replace. Uh, but, uh, we'll fill out the role in his own way as we move forward. >> Um, my I guess I do have a question. um because of his background, I I assume he doesn't have a degree in business or accounting. So, how how do you plan to cover the financial components of that job? Because Patty does, as you said, a beautiful job with that and some of it's pretty complex. >> Yeah, absolutely. So, given his role, he's responsible for essentially the same things that Miss Spring is right now. uh without the the certification. Um he'll work towards the certification while he's in the role

014uh going back to school for that um to get the official credentials uh and um the business officials have an amazing support network in WASBO, the Wisconsin Association of Business Officials and lots of uh seminars and other opportunities to learn uh from each other and from experts in the field. And so he'll be attending those as well. And we're fortunate to have an amazing finance staff. Um, Dvita Mulling does a wonderful job. Uh, and she'll be here next year to help the the finance team through uh, the general day-to-day operations uh, leaving uh, Mr. Mson to occupy Miss Spring's role doing the strategic budgeting and those larger pieces. >> Jim, did you >> and and my comment was only I think I started out knowing him as a teacher at Logan Middle. >> Yes, he

015is a former teacher in the school district. I think uh Lincoln Middle was where he started his teaching career uh and uh really wanted to get back to the area. >> Uh Dr. Spring, you were making a motion before I interrupted you. >> No, if there's no other discussion, I'll make a motion to uh to approve the uh superintendent's consent agenda as presented. >> Seconded. >> Motion is second. I'll let you pick which one it was. >> Any further discussion on the motion? All those in favor of the motion signify by saying I. >> I. >> Those opposed. Motion carries. Move on to the board consent agenda. That includes the minutes from the last meeting. The board consent agenda is a mechanism used by the board to deal with routine business that must come before

016the body. Are there any items that members would like to remove from the board consent agenda? >> Hearing none. I look for a motion. >> I'll make a motion to approve the items on the board consent agenda as presented. >> Seconded. Any further discussion? All those in favor of the motion signify by saying I. >> I. >> Those opposed. Motion carries. >> We will then move on to um items reserved for board action. Starting with the linkage summaries. We have linkage summaries for the children and youth serving programs. Um I believe Dr. Garcia, you were at that one. Which one? >> The uh March 12th one. The the virtual one. >> I don't think I made it for that one. >> We had uh Tim and Molly. >> Oh, I'm sorry. I I'm sorry. And

017then we also have the um LEA student services linkage. I was not at either one. So, I would look to anyone who attended those to um provide any comment. >> Um yeah, they they were both great. um learning I guess both both groups are you know serving children and in different uh aspects um it was just it was kind of good as a board member that doesn't necessarily know the details behind all those organizations and what they're doing so that was it was fantastic >> um there's a lot of people in this community that care a lot about kids and it was wonderful to hear um I would like to talk a little bit about the LEA services. Um they were very organized like they definitely um wanted to knew what they wanted to communicate

018and had it laid out very organized and it was wonderful. Um I I did walk away feeling like we need to focus a little on that area if we want to retain and attract the best. Um, >> yeah. Yeah, I would comment on that in terms of just their contracts being negotiated along with teachers. I I didn't know that. So, that was kind of eye opening. >> Yeah. >> Um, yeah, it's hard to retain, you know, those people with specialties when they're kind of getting the same pay. So, it's Yeah, I agree with with that. Something to be looked at. >> Anyone else have comment to that? Sounds like a good linkage that we were asked to add to our agenda or our schedule. So that's very good thing. >> Just uh one highlight from

019the CYS um that I'm noting noticing in the comments is um as an area for improvement is the comment is all of the different entities in the community and the additional add-on supports that that the district can partner with. I think that's great to hear that from the community youth supports perspective as we're in, you know, heading into the second year with the the community organizing um coordinator position, excuse me. So, um the fact that we're recognizing that as a board as a need and the community is recognizing that is hopeful, I think. the no formal universal handwriting curriculum. >> My daughter writes better cursive than I do right now. So, Miss Bonowitz is doing something right. >> Well, that's good because I had a a 16-year-old that I gave a birthday card to recently

020and the inside of the card that was in cursive and he handed it to me and said, "I can't read it." So, um that's good to hear. I was kind of wondering about that. Now I know how to write code for that guy. Um, okay. Any other comments on the linkages? Otherwise, we look for a motion to um accept the linkage reports. >> I'll make a motion to accept the linkage reports as presented. >> Seconded. >> Okay. Motion is second. Any further discussion? All those in favor of the motion signify by saying I. >> I. >> Opposed. Motion carries. Next item is discussion, possible action from the countywide school board president's uh meeting. So um I talked with you briefly about this at the last meeting. Uh Mr. Begneski and I attended were invited to

021and attended um a meeting um on Alask uh Holman organized it. The president organized it on Alaska was there. West Salem was there and Banger will be invited um of the things that we discussed at that meeting and Jim chime in if I got some of this wrong because that was a little while ago. You have three attachments um in front of you. Um the first one is a sample of a resolution put forward by the school district of Homeman that um would basically ask um I want to make sure I have this right. um that on our tax bill when we have taxes listed for the school district that the amount of money set aside for taxes for vouchers would be a separate line on there. Um we can split out how we want

022to. We could split out things in a variety of different ways. Um but if all the school districts in the county do that, it'll certainly make things more um uh standardized for the county uh treasurer when they send out the bills. So, um there's a sample for you there for that. Um they also provided us um that beautiful colorful chart um of the amount of money that the school districts that were at the meeting, how much they are sending um out to um other schools for vouchers. And then the last document is a sample of what Columbia County did and the schools in that county got together and uh this is a letter to the state legislators and uh we would like to put forward and so my our request today is that um this

023group of board presidents the county group of board presidents would write this letter but um on behalf of all of us and I'm the request to you is that um if you'd approve Obviously, I can't say we all agree to it. I want to make sure this board approves that that piece of it. So, there's a um there's a sample resolution. Um Dr. Engel does have a draft of what it could look like for Lacrosse. We could put that on the agenda to approve at the next meeting. Approve it today, too. But I think this might be more for discussion today. Um again, the the information about the vouchers is pretty remarkable. you look at that graph that goes pretty straight up and then um what I would like sooner than later is u what

024I would request sooner than later is um approval for that uh countywide letter to the state legislature. So I don't know what questions you have, what comments you have, how you'd like to proceed and I Jim, do you have anything you want to jump in on that? No, I thought an Alaska was doing a good job proposing us moving forward on this as a county >> school district on Alaska following this. They're the presidents of the other this board has had different presidents pretty regular for the last several years. Um so the presidents from the other districts have been there. I think West Salem's been doing it for >> A lot of years. So um I there were a little bit more organized than I felt at that meeting. So >> yeah, go ahead. >>

025Um I would absolutely support um an official resolution from this board um on the item of of voucher payments on the as a as an information item on the tax bill. Um in my capacity as a citizen, I've written to the city council and to the mayor about exactly that. I think it's it's an obvious transparency move. Oaklair just did it. Uh Green Bay did it a while ago. A number of other communities around the state have done it. I think it's I think it's a wise decision. So >> I agree. >> Um go ahead Dr. Engle ask if you want to give the information. This is what Lacrosse is putting together. >> Yes. an example of what it could look like. They used the whole version, updated the numbers for lacrosse. >> Thank you,

026sir. >> Oh, is this just um kind of like a repeat letter we're seeing just in the language at the bottom for lacrosse? >> It's a draft that would apply to us. >> Okay. >> Yes. So, we can act on this today. We can make uh changes and act on it uh and put it on the next meeting. It's however this board would like to proceed. It seems like a you want to take a minute and just kind of read the whole thing through. It is is it everything that was it's just our numbers with the homeman resolution. Correct. >> Just our numbers. Our village is updated. It's uh basically minor editorial changes only. >> Okay. Okay. >> I think for me I don't see no reason why not to approve it. I I think

027the only one question I have is does this get in the line of what WASBY does? I think just for my background being a WASBY, this is usually something that's debated quite a lot at WASBY. Is this good to add in addition to that? >> Um, we can ask our county to do this. WABY can also ask for it to happen on a statewide level, but we can just ask our county to do it. >> Oh, this is for the count. Okay, never mind. >> Yeah, local local authorities have control over the local tax bills. So >> yeah and I I I could definitely be comfortable passing this today. >> Y >> So that was a motion. >> Was that a motion, Mr. Ma? >> So moved. >> Second that. >> You have a motion

028in a second to approve the resolution in front of us um for the public. Should I read the whole thing? >> Uh generally with resolutions, they're read. >> I hang on, I'll read it. It's only one page. I'm a fast talker. uh resolution in support of including voucher payments on tax bills. Whereas the board of education, administration, teachers, staff, parents, and community members of the school district lacrosse are best served when there's full transparency regarding school funding. And whereas under Wisconsin law, the state of Wisconsin reduces state aid to the school district of Lacrosse or all school districts for students who reside in the district but attend independent charter and voucher schools. And whereas as a result of this reduction in state aid, the board of education has the authority to levy property taxes to

029offset the cost of voucher and independent charter school payments. And whereas the Wisconsin legislature has increased payments to voucher and independent charter schools at a rate faster than payments to public schools. And whereas the cost of voucher and independent charter school payments in the school district lacrosse has increased by more than 800% since 2015 and has grown by 17.4% 4% from the 2024 to 25 school year. And whereas for the 2526 school year, the school district of Lacrosse is levying 3,73,34 to replace the state aid withheld to fund voucher and independent charter school payments. And whereas the Wisconsin legislature has required transparency for taxpayers by including v voter approved school referendum amounts on property tax bills. And whereas the board of education strongly advocates of transparency in all matters related to the use of taxpayer

030dollars. And now therefore it be resolved that the school district of lacrosse board of education requests the villages of Maderi, Shelby, Campbell, Greenfield, Washington, Hamburg, and Bergen and the city of Lacrosse within the school district of Lacrosse attendance area to include annually on property tax bills the amount of the school district of Lacrosse levy used to replace state aid withheld for the statemandated voucher and independent charter school payments. Okay, that was a lot to >> Good job. >> We have a motion to second, right? Yep. >> Yes. >> Any further discussion? Okay. All those in favor of the resolution as presented. >> Yeah. For resolutions, we'll do a roll call vote, please. >> We're doing a roll call vote. Thank you. >> Thank you, >> Mr. Alberts. >> I, >> Mr. Beski. Hi, >> Miss

031Fuks. >> I, >> Dr. Garcia. >> I, >> Mr. Jackson. >> Hi, >> Mr. Ma. >> I, >> Mr. Newster. >> I, >> Dr. Sprag. I >> Mr. Clark >> I >> So the second item on here is basically asking the legislature um for inflation proofing education funding to reinstate Governor Thompson's model linking the per pupil adjustments to the CPI um immediate relief of taxpayers and school districts with the budget surplus that's available and bipartisan stability. that um this compromise um offers uh what we need for predictability. It moves away from the referendum survival mode and back to a system where we can focus on student proficiency and workforce readiness. Dr. Engel, how much does Lacrosse County tax their uh residents in operational referendums? It was about close to $20 million on an annual basis.

032Yes, I handed that out to the board of the >> hand right now. >> When is it? >> That's the one right there. >> Oh, yeah. >> 10.75 >> 107 18 almost $19 million annually is taxed locally. >> That's just to clarify that's locally we're taxing to make up for the deficit not provided by the state. Correct. >> Okay. Just making sure for everybody out watching and attending if they are looking and listening. So, >> so uh would there be a motion to approve our board signing on to a letter from other school districts in the county? >> So move. >> Second. >> Motion second. >> I'm sorry. Just Oh, okay. So, we have So, quick question. So, the letter that's presented here, >> the school districts of Columbia County, we are signing on to

033the same letter. We would write a letter with from Lacrosse County schools. >> Okay. >> We just we'd change it and we'd work with um Bangor West Salem uh on Alaskan Homeman. >> I assume that the the text of the letter would not differ substantively in >> in content. Okay. The only thing I've asked is um that I suggested at the meeting was that we look at how much we have collectively put into operating referendums because I think that bipartisan stability portion where we talk about the ref referendum to referendum survival mode talking about that $20 million to our local taxpayers which is about $1,500 per student far exceeds the $300 you get a year increase. Mhm. >> Um so that's pretty substantial. >> And it's still only about half of what um inflation would

034have provided. >> I do have a quick question here. Maybe it's my age, but could someone tell me more about Governor Thompson's model? What that looked like? >> Yes, that is your age. Um, prior to 2008 with the um, uh, financial difficulties our country and the world had, um, the model was linked to the consumer price index. So, uh, if, uh, inflation was, you know, 3%, there'd be a 3% increase to, um, the the funding for schools. uh in 2008 with the financial crisis um they were worried about not having enough money to be able to afford that uh and with families struggling they were worried about raising taxes at the same time and so they decoupled the funding model so they said we won't tie it to CPI any longer we'll determine what it

035will be ourselves on a bianual basis um the next year Governor Walker um facing the financial difficulties of the financial crisis dramatically lowered the uh the increase to schools and then in 2011 cut it by $600 per student. And so that's the uh primary deficit we've been working with. And since then, the increases to per pupil funding have ranged from zero to, you know, now we're at this $325 per student, but it was zero for a very long time. The general estimate at this point is it's about a $3,600 per student deficit uh from what should have been provided if we had kept with Governor Thompson's model that had been in place since 1993. So yeah, that's uh that's where that came from. And >> from a budgeting standpoint, Patty, maybe you can speak to

036this a little bit. The it it gives us a little more certainty in our planning, right? It gives us a floor to to expect. >> Yeah. Um we're in the second year of the bianium right now. We know what funds we'll have access to next year. And so it's much easier to plan to to develop a budget. Uh it's more predictability for our staff, for students, for resources, for curriculum, for initiatives. Um for the following year, um when there's no bienium passed, we won't know if we're going to get an increase, if we're going to get a deficit. Uh I can't it's difficult to run a business that way. Um and it's even more difficult when you have, you know, a thousand employees livelihoods on the line and 6,000 kids, education on the line. And

037so having some sort of predictability is uh incredibly valuable to a school district or a business or a household um in just planning your future. >> Any further discussion? >> I guess I guess it's related. So if we this is a topic that's complex for most people to understand. And I mean, just think every year Patty walks us through financing and how the state finances things and it's a pretty complex conversation on how we can use funds and where we can use them and and how everything's funded. Um, have we talked about how to in our best way simplify that message and continue just beat that drum? Because I think whenever tax bills come out, I get a lot of conversation from people. I have a lot of conversation in my own house um about

038why um but it really comes down to we're just plugging a gap that really should be coming out of the state funds. I mean that's that's where we're at. I mean essentially we're being double dipped as taxpayers because of the way the funding model is broken. So I think the hard part for me is how do we simplify that message and how do you just keep beating that drum over and over to make the public understand that hey we're under we're running under an operating referendum because we have to. It's not a luxury. It's because we have to. >> Yeah, we had a little bit of practice with that when we um didformational sessions for the operational referendum a few years ago and um we had come off the failed capital referendum for the high

039school and we really demonstrated that we were listening to folks and you know providing a new solution that met what met the the interests of our community and the needs of our schools. And um the three messages that we had had through that period of time were declining enrollment, aging buildings, and deficit budgets. And that's where we described kind of this gap between state funding and our existing circumstances. And what I've heard since that time is a a a constant refrain of declining enrollment, deficit budgets, changing buildings. That's not generally the story we'd like to tell anymore. And yet elements of it uh remain the same. And so I think uh consistent messaging and things like this will go a long way towards ensuring that the community continues to to hear about it might get

040picked up by the news or other things and certainly resolutions or letters you know if we also notify news media it will get into the conversation and provide an opportunity for for further explanation. But I think you're right Mr. Jackson, it's a complicated financial things that difficult to like scale down to like a personal uh interest. >> Yeah. Like I I listen I read a resolution. I mean my wife's an attorney. I'm sure she gets that all the time, but for me as a simple person that I read a resolution go, okay, I kind of tune out after the first whereas, right? So, like how do we take that and just kind of constantly beat that drum whether we're in a cycle for referendum or not? Like just constantly educating because it takes a long

041time to change the perception that I think a lot of people perceive that we're just constantly asking for money and we're not. We're just constantly plugging holes, right? And I think that's the part that is a different message for most people the way we resonate. I think what's really nice about it is when we see the numbers of the operational reform in the county, $19 million, it funding schools is tax relief. >> Yeah. >> Another question. I >> um Mr. Newister first and then you Mr. >> Sorry. Um, I think part of the problem just like Lacrosse School District, like most school districts on in, you know, especially in Wisconsin here, I think our operator and referendum is is a gap. We we're thinking it hopefully this gets changed when when we keep on having

042these. And the sad sad thing about it, it hasn't. And it seems to be getting worse. So, it shouldn't matter what side of the aisle you're on. We need to take care of our children and our schools. So, um, we need to find some sort of, uh, I guess some way to stop the bleeding here because we can't continue down this road. And yes, we keep on asking more of our citizens and our taxpayers, but we're not given any chance or choice. We're given what we're given. We We can't just make up our own budget. we're we got what we have and and we need to somehow take care of not only our children but our teachers, our staff and if we want the best and you know best in the state or even the

043country staff wise which I do believe we already have um but we need to take care of them and it's hard to do that because once again we're in an operating referendum and we don't have the money or budget for it. So the a sad thing about it that's why things get cut and we have to make difficult decisions and that's why we have to continue to go back to our taxpayers and ask for more and we are fortunate lacrosse area is very fortunate that they have supported us so strongly uh in our referendums but it's not going to last forever and we we need we need uh help from the government and the state government. There's a surplus. Let's get some of that money to us and hopefully we can uh move the needle

044here. >> Mr. Ma, >> so going back to Jeff's point, I think it's kind of just hard to communicate to people exactly why it is so important and even though it is so much important right there where I think this time we're hearing a lot about property tax relief. How do we communicate that funding is going to bring that relief to us? Is this something we want to when we approve this? Are we approving it in this language or are we going to be getting this back later with our own letter with our own language? >> This is uh we we had talked about we thought it I mean each school district can write whatever each board member could write whatever letters they want. Um we just thought that if we collectively wrote this letter

045that there would be a certain amount of emphasis behind it. So that's but that doesn't preclude us from writing a similar letter with our particular points of view to it. So we could also do that that again the effort was really just to talk about doing something collectively and and h having that have more power and it seemed to be um an Alaska thought that the letter put together by Colombia County really was a good good place to start. I think the whole discussion here is there's a lot that could happen. I this is a place to start and I think communicating with our voters and the community about why this is a need but we also need to also to work on the issue we need to communicate with our legislators because they're the

046ones who can make the difference and our elected officials >> and there was a and there was a thought that it'd be more meaningful more power behind it if the whole board was represented in the letter and not just individuals as >> in board you mean a whole county correct >> yes >> whole county >> cuz I could see us making ourselves like a copy of this. You just putting down Lacrosse County or just signing off in addition to it. >> Yeah. And I think >> I think the reason why I'm just writing about it is just simply how do we communicate that need since it's such a contentious issue. Kind of going to Jeff's point where I'm a little bit more reluctant just to say put something up and we'll approve of it matter

047what the language is. I kind of want to see it a second time with our draft before we approve of it. was kind of my question like because we we don't have our letter in hand and if it's if it's verbatim that's one thing but I I would expect that we're going to draft something similar right >> well I understood Jim tell me if you understood it but I understood they were going to use this letter verbatim and just plug in the Lacrosse county data kind of like what we did with the home in resolution we plugged in the in the Lacrosse data so >> that that those are the only changes that I was aware of you you understood the same thing Jim Yep. Okay. >> It was a county up proposal from each

048of the school boards in the county versus individual board members or individual boards moving forward. >> And the only specific thing is the mention of Colombia County in the first and third paragraphs and then the signature line at the bottom. So I think with those simple editorial changes it would >> there's no specific district numbers or anything. >> Again I think >> do we have a motion yet or not? >> Uh no and again I think this is this has been a good conversation. This is a step with where there's many steps to address a huge problem. >> That's the way I saw it. It was a step in the right direction for an entire county and entire boards to move forward. >> Yep. >> Entire state as far as that goes. All right. >>

049So, we have a motion and a second, I believe, don't we? >> Yep. >> Okay. Any further discussion? >> Ready to vote. All those in favor of the motion signify by saying I. >> I. >> Those opposed? Motion carries. Thank you very much. And many thanks to uh Homeman and Alaska and West Salem for organizing that meeting and um bringing these things to us so we can move forward. Uh the next item is operating expectations monitoring report OEE10. >> We have no recommended changes. >> Okay. So we'll need a motion to you always say it right. Dr. >> I will make a motion to accept the OE10 learning environ environment monitoring report template as it currently stands. >> Seconded. >> Um okay. Have a motion to second. Any further discussion? All those in favor of

050the motion signify by saying I. >> I. >> Those opposed. Motion carries. You then move on to operating expectation OE1 global operational expectation and the report is attached. >> Uh so OE1 is a global operational expectation. This is a part of our um uh policy monitoring process where the board has a policy which exemplifies the values of our community and the school district presents evidence in support of that policy annually. This policy is um global operational expectation. The superintendent shall not cause, allow, or fail to take reasonable measures to prevent any practice, activity, decision, or organizational condition that is unlawful, ethical, unsafe, disrespectful, imprudent, in violation of board policy, or endangers the district's public image or credibility. A lot of commas in there. Um, this one's pretty simple. 100% of OE policies were in compliance

051or in compliance with exceptions noted. Uh we are in compliance with 100% of state federal DPI laws and regulations. There were no legal charges or formal regulatory complaints against the district. Uh the one thing I would highlight um is the safety walkthroughs uh that we conduct annually uh and monthly in a lot of cases in order to ensure the safety of our schools. And then there were two individuals um terminated for unethical, illegal or unprofessional conduct. Uh it is something that we um uh want to make sure that we follow through on to meet our obligations. So that is the report. Uh we feel we are in compliance. Happy to take any questions. >> Any questions? Uh just out of curiosity, when was the last time we had like a charge or complaint filed against

052us? >> Um there two years ago, I think we had five. Uh there was a lot of stuff going on, you know. Um sometimes people are unhappy with, you know, um how things go. 5,700 students, you know, over 12,000 parents and family members, thousand employees. You know, there's a lot of opportunity for things to to go in such a way as to make somebody unhappy. I see no issues with complaints. It means that they've gone through the layers um to try and get their complaint resolved and and if we were unable to, it comes to my desk or the school boards and then we work hard to resolve it uh in that way. So, uh, this year we were fortunate that, um, we were able to resolve things at a lower level, which is where

053they're generally best resolved. So, it's nice. >> Just curious. >> Yeah. >> Hearing none, I would like to make a motion to approve OE1 as in compliance. >> Second. Motion a second. Any further discussion on the motion? Sorry, I I thank you for including the three-year monitoring report summary. I think it's useful to see the track that we're on even in those areas as we've talked about in other contexts that some of the the consistent areas that are in compliance with exceptions noted. It's it's good that we are are in compliance uh you know the majority of the time. um some improvement in the the superintendent monitoring of the instructional program and that those exceptions are often exactly those areas that are the least under our control as we discuss when we get into the

054nitty-gritty. So I'm I'm glad to see the three-year monitoring report here as well. I just think it's useful to keep that in mind. So >> okay, any further discussion? >> All those in favor of the motion signify by saying I. >> I. Those opposed? Motion carries. We'll then move on to consider approval of referendum related projects. >> Uh so you'll see in the attachment there um there are some additional projects. Um we were incredibly fortunate to get quality bids uh for our projects and that uh left us with a little bit of room uh in order to take care of some additional needs at our schools. Um, two large items that are are new in terms of construction. The rest are just extensions of existing uh line items were the renovation of the library at

055State Road Elementary and the renovation of the kitchen and serving area. Uh, there are two items that were in our capital maintenance book in the future. uh it allows us to take care of those sooner and particularly the cafeteria is needed. Uh as we move from serving 300 students uh as a satellite kitchen to serving 400 plus students um having a dedicated production kitchen is essential uh for us to meet the needs of students in that space. Um those costs are listed there as estimates at this time. and we would bring back approvals of the um specific bids that we would get on these projects. Um particularly the kitchen servenary which wouldn't be completed until next summer. Uh the library would be an extension of the the current bid with the um current um contractor

056on that site. >> What's an estimated soft cost? >> That's a great question. I will let uh Mr. Levina describe that. I could fumble my way into an answer, but we'll let experts speak. >> Typically, the soft costs are all those things that aren't included in the building itself. So, in this case, we would bring on for the kitchen, we'd actually bring on a kitchen designer, someone who's specifically does that. There's some contingency money in that soft cost. And then um also we have some equipment that would be be using. So uh those are all soft costs. They wouldn't be a part of the construction piece. >> So for those that uh think a kitchen designer is not an important thing, it absolutely is. Um if you have a a kitchen designed that isn't user

057friendly, not only does it take a lot more time, but it takes a lot more money to operate it. So, um, good for you for doing that. I think we've all learned from our mistakes on thinking we have the answers to some of that only to find out once you operate a kitchen or something, it's not user friendly and not even usable at times. So, yeah, I'm glad to hear that. >> That's one of the reasons why we won't be doing it this summer. It would be the following summer. Give us time to design it appropriately. So this overall first of all for the public um the amount that was in the referendum was 53.5 million. The construction costs came in at a little less than that. And so we have money that we could

058spend on this project but it can only be spent on referendum related costs. So it can't be spent elsewhere. Um, if we were to return that to the taxpayer, because that would be an option, that would be a pretty small return. >> It would be a very small return. I ran some calculations. And so, if you take the $2.1 million divided by our $6.5 billion valuation and divide that over 20 years, be about a penny on the mill rate. So, it' be about a dollar a year for $100,000, you know. So, you're talking 20 bucks over. >> I just want to be real clear with the public. We we didn't just get this pot of money and we're just spending it. Um, but we're and these are, as Dr. Engel had indicated, expenses we would

059have to address at some point with taxpayer dollars. Um, my only question I have is that it looks like the bottom line is in uh parentheses, which means negative. So, how do you plan to reconcile that? >> Yeah. And as we get bids back, as we get things back, we'll be able to inform the board. I I really believe that some of our estimates are a little high. Give you an example. When we look at construction contingency for the new elementary school, 1.6 million. I'd be very surprised if we reach reach that target or even close to that target. And so I think there's money additional pieces in there. Um as we move forward, we'll know what the playground equipment's going to be, which is in those soft costs. will know what furniture will be

060in those soft costs. So they'll be coming forward one at a time and so we may have to adjust as we get to the bottom at the end of the cycle. >> Have to prioritize them. >> Yes. Okay. >> Yep. Yes. And then if you look at that um what's also not included is estimated interest ratings and also uh we'll receive rebates. The new school at North Side for instance we had $100,000 in rebates. We anticipate to double that this time. We don't know for sure, but there's other money that will be coming forward as well. >> And we always budget conservatively. We don't want to, you know, propose, you know, 379,000 for a kitchen and then it comes in at 450. You know, that would be um Yeah. So, we're always factoring in inflation

061and other things uh to to assess the right costs for the future. So, we're pleasantly surprised. >> Hey Joe, two questions. one um if when we do the pro the change state roads kitchen into a production kitchen, how many production kitchens then will we have in the district? >> Well, that's a great question. Um we have at both high schools. Uh uh we have it at uh both middle schools and then we have Southern Bluffs and Northwoods I believe is the only production kitchens that we have and then this one. >> So it's a big deal. So again, more for the public like this is we're a lot of the food that's coming into a lot of our elementaryaries is coming from somewhere else every day. So >> and we truck that every day. So

062we're trucking it from school to school. >> Okay. Um and then the we talked about the kitchen being an next year project probably be bid separately. The rest of these are these going to be just issued as change orders throughout for the existing project. >> We do we'd get a price from them first from the contractors already there and we'll bring them forward to the board. So you'll know that and then if you approve of that then then there'll be a change order. >> Okay. Cool. Thank you. >> Any further discussion on the Oh, we need a motion, don't we? We've had discussion before the motion. >> I will make a motion to approve the referendum related projects as presented. >> Second. >> Okay. Motion in a second. Any further discussion? >> All those in

063favor of the motion signify by saying I. >> I. Those opposed? Motion carries. We then move on to employee handbooks and we have a summary of the proposed changes. >> Um listed there, you'll see uh the changes for the staff handbooks for next year. Um most of these are just clarifications. Uh I'll invite Mr. Wy up to discuss anything specific in there. Um but by and large uh uh Mr. went has a great process where he keeps track of notes and ideas throughout the year and tries to bring these all to our groups at the end. >> Oh, you just took my you just took the process. Yeah, >> collaborative process of these are done. >> That's let me just read the top part of it as far as the process for handbook proposals. During

064the course of the year, proposals for handbook changes are shared at collaborative meetings at the business department with employee leadership groups. For example, the teacher administrative assistant, teacher assistant, nutrition, and custodial staff. These proposals are reviewed by administration and then presented to each of the groups for further questioning and discussion before being presented to the board. Um, I have a spreadsheet I keep and every time that idea comes up, I put it on the spreadsheet. We review the ideas. Some don't reach this level, but many of them do. Um, I would say that majority of the ones that you're seeing in front of you are really more um clerical um word, you know, changing some wording, making sure that we're um the wording is what what we live by. I want to point out two

065of them. section 605 under the teacher section section 605B5 um we reviewed CEUs for some of our some of our um some of our employees under the teacher group that really kind of over I'm going to say uh kind of overlap the medical field. This be things like speech and language uh pathologists and occupational therapist uh school psyches um they take many CEUs for training. We want to honor those CUS that professional development that they do. Um we have changed the ratio looking at Carnegie units and the hours spent doing those things to reflect um what a one credit uh is equal to. So looking at changing the CUS from 10:1 to 5:1 as a comparable for those for those people for salary advancement. And the other section I want to point out is section

0666.17 the publication of vacancies. This has become a more competitive market. you know, we we're seeing that and we want to um change our vacancies posted internally and externally simultaneously between May 15th and August August 15th to avoid any delay. Generally, we would post um for 5 days internally before we went external. We're still going to we're still going to give preference to our internal. We're still going to look at all of those things. We just don't want to have that delay before we go to that external uh pool of candidates during that time frame. questions on those or any of the other items on the summary >> over here. >> I have one. Yeah. >> Um the in the the first item on the teacher section 6.04B. Um so eliminating the clause beginning with

067however that limited new teacher hires to only three steps on the salary schedule. >> We changed our salary scale a couple years ago, but the language in the handbook didn't reflect the change of the of the matrix. >> Okay, good. So, so theoretically, uh, a senior like a very experienced teacher hired last year was not limited to. >> Correct. >> Okay. >> So, when when we saw that that language didn't reflect the change that we made, we do have more liberty, you know, as far or flexibility as far as u placing people, especially as we're trying to get veteran teachers from other districts. the um proposed changes, have these been filtered back to the groups that are affected or could be potentially affected for review before they come to us or >> in our leadership

068in our leadership meetings, the the the winner sessions, I'll call them, um we reviewed essentially the sheet with them as far as uh what we were looking at. >> Okay. Thank you. >> Any further discussion? So we'd look for a motion to approve these changes to the employee handbook. >> So moved. >> We have a motion. We have a second. >> Seconded. Motion >> a second to approve the changes to the employee handbook. Any further discussion? >> All those in favor of the motion signify by saying I. >> I. >> Carries. U Mr. Wthy, if you would um and the board would be so kind. I um could we move the uh report for the recommendations for the school um consolidated schools up? Sure. >> Um I >> if you don't mind, thank you. And

069is that okay with the rest of the board? Um, we've got a young audience that has been amazingly patient uh with things that are probably boring out of their mind, but um so I would look um at this point to move to the report um official report here um for the name recommendations for the newly consolidated schools. And I know there was a committee, so I'll turn it over to you. >> Yeah. Um, as a part of our administrative process, I tasked Miss Shelley Shur for leading uh uh the process to present names to the school board. I'll invite Miss Shur up to speak briefly on uh the process uh and then open it to the board for questions about the process and generalized discussion. >> Okay. Um well, good evening and thank you for

070the opportunity to present the two naming reports for your consideration as we move forward with the consolidation of our elementary schools um with Emerson and Spence at the Hogan site and Hinchin and State Road at the State Road site. So in January, the board charged administration with bringing forward possible names for each consolidated school, including the option of retaining the current site name. This process was intentionally designed to be advisory in nature. And while our school communities generated recommendations, as you are aware, the final naming authority remains with the board. As we bring these school communities together, this work has been about more than simply selecting a name. It's been about an opportunity to build a shared identity and one that fosters belonging, honors the past while looking ahead to the future of each new

071school community. To guide this work, we established clear naming criteria aligned with our district values. Names were expected to be timeless, inclusive, easy to use, connected to place, purpose, or learning. And we also ensured that names avoided living persons, political or commercial influence, and duplication with other schools. The process itself was collaborative. We engage staff, students, and the broader lacrosse community through students through classroom discussions, staff through their input, and our community through community surveys. Each school then formed a representative naming committee to review all the suggestions, apply the naming criteria, and narrow the list. So, for example, um at for the new school alone, there was 650 nominations just from the community alone. for the state road site there was 375. So all of these plus the student generated and the staff generated names

072went through um applying the criteria narrowing that list. Then through multiple rounds of discussion and staff voting the school each submitted their top five selections to a joint committee. The joint committees made up of staff, parents and community members from each pair of schools came together to review the top selections. identify common themes and reach consensus on three recommended names in addition to the current site name. So I'll begin with the state road site which brings together Hinchen and State Road. After a thorough and collaborative process, the committee is forwarding the following recommendations. Woodside Elementary. This name reflects the school's proximity to wooded areas and aligns closely with the natural design elements incorporated into the building. It was supported by both school communities and is easy to use and remember. Maple Ridge Elementary. The name

073highlights the geography and natural features of the area, offering unique and identifiable connection to the local landscape while meeting all naming criteria. And Pamel Creek Elementary. This had strong support from our community and our staff. and it directly connects to the nearby Pamel Creek and provides a distinct and meaningful sense of place. And State Road Elementary, this is the current site name and is included as required. It reflects the strong identity and pride expressed by State Road community, particularly given that the school remains at the same location. Through their discussions, the committee places a strong emphasis on names connected to the natural environment and local geography, recognizing these as shared elements that can unify the school community. And they thoughtfully acknowledged the importance of honoring both existing school community and identities moving forward. And so

074next, I'll share with you the recommendations for the Hogan site, which brings together Emerson and Spence. The joint committee is forwarding the following names. Two Bridges Elementary. Inspired by the iconic Cast Street bridges. This name symbolizes connection and the coming together of two school communities into one. Cliffwood Elementary. This name reflects the nearby bluffs visible from the school and ties directly to the physical features and landscape and even the internal design themes of the building. River Bluff Elementary. This name highlights the defining natural features of the Lacrosse area and reinforces connections to the environment and community. And then Hogan Elementary. This is the current site name and is included as part of the requirement. Similar to the state road process, this committee emphasized names rooted in the geography and natural beauty beauty of the region.

075They also engaged in thoughtful dialogue about creating a lasting identity, one that will remain meaningful for generations of students beyond the initial consolidation. And so I do want to acknowledge the depth of engagement and care that went into the process. Our students, staff, families, and community members all contributed their voices, and the community committees work thoughtfully to balance tradition, identity, and future vision. And so tonight, we're bringing these recommendations forward for your consideration and I'm happy to answer any questions that you might have. >> But for the record, we aren't taking action on that tonight. That'll be at our next meeting just so the public is aware. Go ahead, Mr. >> I just have a question. I know we received an email, especially on Hogan. Have we looked into that further on um the Hogan

076family actually donated the land that the old Hogan school I mean our our office was at located and if there is any >> obligation to that name to the uh school being that they did donate it to it. >> The committee did not look at that. That was a given that that would that name would be moved forward um to the board for consideration. So they did not research. I will say Pamel Creek they did because it had a name in it. They did do some research there which was included in your report. >> I think it's important we need to do some more research on that though before we go any further with that part. Thank you. >> We can follow up on the if there's any deed restrictions uh before our next meeting.

077>> Yeah. >> That's great. >> Good point. >> Other comments, questions? >> Sh. Can you talk to me about the independent committees like how they were formed, who was a part of them and uh on both for both of them? >> Yeah. Um so I'll I'll kind of step you a little bit through the process. Students in their classrooms um all went through a process of talking about uh the new schools and um submitting names, narrowing it down to two names per classroom that got moved forward. staff went through a process where they volunteered all of the uh their different names and submitted those. We had the community surveys. Then the committees um were made up of volunteers of uh parents and staff members. And then we did have uh some community members um reach

078out to us as well. And so, um, we had an Emerson Spence committee, um, that was made up of, uh, equal number of Emerson Spence staff and parents. Um, and then the same thing, um, with the Hinchin State Road where they had, um, was put out for volunteers of staff that wanted to be involved as well as parents um, and any community. >> Okay. Thank you. >> Can I ask one more question? Have we thought about um our top three or five or whatever it is? Um have we considered bringing that back out and uh do one last round where people can vote on just those uh to see what the public and the the staff and that uh think of the top names and >> we didn't this was part of the process knowing

079that ultimately it is the board's right by policy to name this. So, um, that's why we brought the three forward for forward to you plus, uh, current name. >> Absolutely. And I I understand it's our >> but we have not considered taking it back out again for a community vote. >> Yeah. Okay. Because it is obviously it might be our job, but it's the public's, you know, schools. So, I want to make sure that there's much possibly involved in this as possible. So, thank you. through our process. Our goal was to narrow down the infinite number of names uh on behalf of the board, but also not to um kind of pigeon hole you into something given your broader political understanding of what's going on in our community. And so we thought four equally weighted

080names presented to the board would give you a good starting place. And as we went through the process, we made sure to reinforce to folks that this is our recommendation, but it may the board in your wisdom might choose to go a different route as well. Um, if the board wanted to survey the community on those names, we could certainly make that happen if you thought that was the best approach. >> And one of the things that you will notice is that um the committee other than the current name site of Hogan did not submit any names. There was lots of names of uh community members. As a matter of fact, I believe the count was like 38 different community members that names were submitted. Um those names with the various committees and staff did

081not really resonate with them. Um what resonated um resonated with them was more the sense of place and um our community. And so and there was also some comment by a community member that was in one of the committees. to think the school board had actually given direct uh criteria to at North Side and Deb you might remember this that they did not want a name submitted um that represented any person. So that was a bit of the discussion um as well. And so that's why we've got 38 names that our our community and different people um submitted, but ultimately um the school community as well as uh the committee went for things that represented more of a sense of place. >> Did the no name on the north side because we didn't want it

082named after Scott New. >> That's wise. >> Scott Newmeister senator, >> but that was brought up. It was a I I sat in I kind of on the one day when the final committees got together I bounced between two rooms and listened to their discussion very thoughtful discussions that they had but that was an interesting point that was also brought up and like I said they the the names did not resonate with our staff as much and more about the place. Um if you've seen you guys have had tours of our building from the architect or the virtual tours, you'll see that very much uh the architecture and the design of that building also reflects through conversations too with staff uh the the natural the nature you know um in our beautiful nature in our

083community. And so those were the things that um I think connected well with everyone >> on the Emerson Spence report. Um would it be possible to either get the broader rankings for the staff voting because I the whoever did the breakdown on the uh state road henchin gave us nice like procon lists. It was great. >> Yes. you know, it landed here in the top 10 in both or the top five in both and like it just helps me just see the broader criteria and some of the there's actually some cons that were listed here. >> Yeah. Um, we do have access to some of their notes. I will tell you that both of those schools came about it just a little bit different and they looked at a lot of things when they narrowed

084it in terms of themes and so um, >> so that's why we're getting kind of two different looks. you are kind of getting to the in we we wrote the criteria in the process al together. Um but there and it was interesting how the Spence Emerson staff kind of really came at it via themes. Um and that was um some top names but also some clear themes that were brought to the committee. >> Jim, >> well I think you did a good job bringing these together. I think they're unique and like you said definitely identify with the area. >> Yeah, there was lots of names that were suggested, but um they they did some thorough research too on okay, there's this business that's named this and this is named this and so working to bring

085some unique names to that, you know, wouldn't be represented by anywhere else in our community. We had a member on one of them that says, "It's really helpful if I'm having to come because I know both of the schools are being equipped with beautiful gems uh that we hope to be able to use in the future for tournaments." And they're like, "And if we can have a unique name for our families when they come and do a Google search to find, you know, this particular school, it won't send them off to this particular business." Um, so it was great discussion for the couple of hours, the the final part of stage of the process. um they were here for a couple of hours and those were a lot of the things that they also um

086had dialogue on. I thought the parents it was you know those were unique comments by them of what they're also their experience of trying to probably go to other communities and Google search uh Google map search for where is my tournament and wind up maybe in other places an enormous amount of work in a very small report but I just really want to say thank you very much for all you and the committee have done it's it's It's a lot of work. It's taking so much input in and then having to refine that is really hard to do. And then like you say, all the research that was underneath it is really critical. So, thank you for doing all that hard work for us. >> Well, we appreciate the opportunity for them to do that

087because it was an um opportunity probably some of our kids could attest to this of even having the discussion um you know about the construction. State Road students are living the construction every day, but for three of our other schools, that's a bit nebulous right now that there's a new school being built and we're going to be moving and all of that. So, this was probably the first part in the stage of also building their excitement to um new schools and construction and consolidation. And so, we appreciate them having a part um in some of these initial stages. Um, just for clarification, so once the names are determined, it's up to the schools to determine like mascots and things like that. Correct? >> Yes. >> That'll be the next fun part. I don't know if

088you happen to notice uh one of their recommendations. I thought it was cute with uh the state road they said with the Westside Elementary or Woodside Elementary. They said its initials would be WES. Might be a good mascot name. So already uh you know those those have been things behind I I think they were also chomping at the bit to you know start working on colors and mascots and all of those things but already they're thinking about those those types of things. >> Awesome. >> I know um one of the other schools well if they choose Cliffside then like another bluff name is Hedgehog and we could be the hedgehogs and >> wow. >> So lots of fun discussion that this has now prompted and so the next stage of this process will be fun.

089That will be a lot of fun for the student. >> It will be very very fun for them. >> We get the hard part. Any other questions or comments? >> I just have one more comment. I think uh I really appreciate everyone that um has given their thoughts and their ideas and dug into um the details so deep and and the kids did such a wonderful job with their speech and everything they looked into. Um obviously no matter what name we choose, it's not going to be perfect for anyone. uh all we can do is our best and and take the the ideas that were given and um knowing that there's going to be some people disappointed that theirs wasn't chosen. But uh at least we listened and and we heard and we got their

090thoughts and their ideas. And I think that's important. I think we are getting really good at at taking our um thoughts and and ideas out to the public and and getting their ideas on them. So, a kudos to everyone that has taken this on and and thank you for all your hard work. >> It's our pleasure. Thank you. >> Okay. Thank you very much. All right, then we will go back to the first item under information, which is a staffing projection report. >> We'll give folks a few moments to leave if you so desire. Uh, thank you so much for sticking around. >> It will be on the agenda for action at our next meeting and a decision may be made at that >> and poof, we're empty. Um, I can print it off anytime.

091>> Do you want to do that? >> Can you pull up the >> And all of these names were easy to spell where if if it did come up as a new meister, nobody would have gotten that. >> I can talk about how many different ways there are to spell bag. >> It took me till the eighth grade to learn it. So, yeah, you would know that the students get it right. >> That was hard. >> Way harder than picked on. Yikes. All right. Go ahead. >> Following up from a few weeks ago is staffing. Um we are a little bit further on the process, but it's a this is an ongoing process that will take us all the way through the summer. Um right now staffing update. I can if you want to go

092to the next slide here. Um it's still very tentative. We still need to do interdist transfers which is which is a that's that'll really determine the size of classes and schools. So that is yet to happen. We monitor the section sizes all the way until August. We know that we'll have families moving in, moving out. So, these numbers these numbers are changing all the time. Um, I will say this, as far as April, after 5 years in this role, this is by far the fewest number of vacancies we've had posted. So, that's a good sign. Um, that's a good thing. I like to think that some of the changes we've made are have come to fruition and and uh we're maybe in a better place than we were a few years ago, but uh at

093the moment and that can change of course too, but we don't have uh nearly as many vacancies. Um we do anticipate a small staffing reduction this year. However, we forecast a significant amount of efficiencies gained during elementary consolidation next year, both in the traditional classroom teachers and in the specialists. We knew that we would likely have, you know, fewer fewer of our specialists. But as we look at numbers and and compare schools, we should make it much easier to find better efficiencies with some of especially our u early elementary. >> Yeah. When we look at elementary numbers, you'll notice some differences between schools and it gets to those conundrums of like you have x number of students and our targets really put us in awkward positions as far as staffing. >> It would sure be

094nice if uh every class was a multiple of 18. That would be ideal. It uh makes it a little bit more difficult. >> It's called birth control. >> Um >> don't say that. We already got enough red enrollment. >> As long as it's multiples of 18. I I don't even care how many sections of 18. Just multiples of 18. That's staffing update is continuing on to the next slide. Um we're posting several positions as limited term contracts. This was part of the long-term plan here. uh we know that we're going to need to reduce some positions next year. So um right now especially in we have a art uh some success coaches and a counselor position that are currently limited is limited term. What that means is that people that are coming into that role

095upfront we're you know being transparent with them letting them know you're getting your foot in the door. This contract is for one year. It doesn't necessarily roll over. However, if we have enough resignations, retirements, um it may very well continue, but we want to be honest and upfront with any applicant. We don't want someone leaving uh Westby, for example, coming here and then finding out it was only a one-year job after the fact. So, um we will be re-evaluating many support staff ratios next year when we consolidate buildings. This is everything from looking at uh the appropriate number of AAS in each or administrative assistants in each building and health assistants and librarians and what what's that you know ratio or that range that we should be looking at um you know and and then

096looking at the equity between some of our buildings as well as far as our ratios. >> We've had um a number of kind of legacy staffing strategies that we've used. Uh, and what we're finding as we consolidate our buildings is we'll have a building of 500 and a building of 250. And what we might have historically staffed on a per building basis when those buildings were more evenly um populated uh isn't going to be viable anymore. And so we're taking this opportunity between now and uh December of this year to really look at all of our staffing across our buildings, support staff, teaching positions. Uh so we're using this consolidation as an opportunity to really hone in on what um makes sense moving forward in the future as opposed to what got us here successfully.

097And while they're not official, we've had uh several staff indicate that they may retire the year of the consolidation, too. So, we keep track of that knowing that it will likely happen, but until you see it official, we want to be careful. >> Go ahead. Um, I'm wondering if you can tell tell us about the typical process for moving teachers between buildings and how that might be changed or you know amended in some way based on the consolidation. So >> Shelley, if you're available to help too, we've I know you've been involved with these conversations with the schools most impacted as far as we've looked at what we, you know, the current layout and when we come together what that will be. It doesn't happen very often. Um you know, we follow handbook guidelines though

098as far as involuntary transfer. First we look for a voluntary transfer. Um and that us that often is, you know, all we need. But um if we have to involuntarily transfer someone, we follow the the guiding principles of the handbook. Um Shelley, I don't know if there's anything you want to add as far as the the staffing conversations you've had already. >> Yeah. Regarding when we're consolidating. >> Yeah. >> Um >> can you come to the microphone? >> Thank you, Shel. I didn't mean to put you on the spot, but I know you you've been in the front. >> Yeah. So, it's really kind of a a it's a more of a complicated process. Um, for classroom teachers, that one is not too complicated. We've got them in list of by seniority. And so, if

099you're classroom teacher, you're in one pool of uh all the teachers. We're going to survey them, find out like what their preference is. Do they want to teach fifth grade, fourth grade, third grade, first, second, and third choice? Um, and then like the new school, if it's got four sections of fifth grade, then we'll begin to put the puzzle pieces together with essentially if there's 36 employees in the um teachers between the two staff and classrooms, we'll take the top 30 and we'll start plugging them in. And so that's and so right now we kind of have a listing. I keep it updated about every six months of like where the ranking is and essentially if we anticipate 30 classrooms who's in the top 30. Interestingly enough, in the last year that list has changed

100a lot. I don't think people thought it would change but people have been progressively moving up on the list probably quicker than what they thought. Maybe not as much this year but last year there was quite a bit of movement. Um then it gets a little bit more tricky when you start getting into the various different employee groups. Um but it'll be >> yep limited term looking at probationary staff next. Certainly if there's ever an improvement plan that would actually be in the that'd be the first thing we look at is we have a staff member on an improvement plan. >> You know we're also like I said listening for potential retirements and know that we know that there's likely some in some of those areas >> and we're not upsetting like the whole district

101apple cart. We're just basically saying for the new school that will be consolidated at Hogan to begin with, all we're considering in here is the staff between Spence and Emerson. Now where that would change is say in the pool of let's say art teachers there's nine art art teachers and we have to go down to seven and the teacher that is number if we don't have someone on a limited term contract number eight to number nine if they were from one of those four consolidated schools then someone else has the right within the art group to um fit in there. For the most part, it's it we anticipate it's going to work out just fine. But if the two lowest people were somewhere else in another school and the and then people in those four

102schools were higher, then we'll have to do some shuffling around. So that's where those employee groups get a bit more challenging and we have to look at not only their pool within there but then if we were to have to lay someone off which we've been having conversations we've been monitoring this for like the last year and a half of already and like thinking this through but um >> the lowest seniority correct >> low lowest seniority in a in a pool but we're trying very much to just have it that for the most part it impacts two and too. >> And I think that I mean the the teachers that the and staff that this impacts um or even may impact, they kind of already have an idea that this may impact them. I mean,

103seniority, seniority, that's the beauty of seniority, right? It's, you know, you you know where you're sitting all the time. Um you know, there's some specialized areas that obviously are going to give you some heartache and um you know, some pain, all of us, right? But uh that I guess that's at least they they understand that that if they're on the bottom of the seniority pool there there may be that you know difficult decision that that's made that you know that that they can no longer be here or will you know >> yeah for the last year and a half we've tried to be as transparent as we can with these conversations. Not to mention, we were having some of these conversations like three years ago when we were thinking about just consolidating or clos consolidating

104schools and and closing down two buildings. So, we were already talking about what that would look like across an entire district. Um, so we had really even back then Matt and I and Dr. Engel had sat there and spent a lot of time talking about all these different pools and what are the rules that got you know uh we need for title teachers and we need for counselors and we need for all of these um employee groups and then um about December December of last year I went around to all four of the schools knowing that these things were weighing heavily on their mind asked them what questions do you have? Um, and so then I took all of those questions when it was all said and done. It was like a 15-page document of

105answers regarding like all of these as many what if scenarios as we could. Um, and then I have also met individually with staff that like, okay, I read your stuff and it still doesn't make sense to me. Can you talk through my unique situation? So, I've had staff come to my office. I've gone out to the buildings and visited with them. I was at a building I don't know a couple weeks ago again talking with another staff just it's getting closer can you talk us through and answer our questions so we've tried to be transparent we've tried to be available to um answer and make it as clear as we possibly can so that people can also make the best decisions um for themselves also right now >> have we have we discussed with like

106administration and stuff are those that really aren't impacted by seniority. Obviously, we have school principles that will be affected. Um are we and I'm assuming we are, but I guess for the public purpose um you know, so we can at least be upfront with those that may be uh displaced worst case senior I mean I guess worst case hopefully it doesn't take that but it it may right. So, um, have we been upfront with them so they can kind of make a plan and, uh, see what else is out there if nothing else? >> Yes, we've had those discussions. We also have a plan that for the first year when they're coming together um if we have not had any resignations or retirements um anywhere else in the district which usually we do but if

107we don't that we're prepared for the first year when they're coming together to have two principles in the building bringing merging the communities and systems together >> might become a dean after that but until we have their resation in place that >> and you can do that budgetwise there's >> yes we're planning for that. >> Yeah. But we also may have resations. >> Yeah, absolutely. Yeah. >> Yeah. A lot happens in a year. >> A lot of retirements as well. >> Yeah. U I really appreciate your taking the time to be out there and having those conversations. I think that's super important and I'm sure that it is appreciated among the staff as well. I also appreciate the um approach of having limited term staffing um to kind of identify those areas to really get

108ready for this knowing that we just we just don't want to be surprised because to to my mind one of the things that really recommended the referendum plan as we went with it was avoiding layoffs and and avoiding massive disruptions to to the staff and faculty. So I'm I'm really hopeful that we will have those resignations, have those retirements ideally, right? um and that any movement that needs to be done will be will be minimal but will also be on as voluntary a basis as possible. >> Yeah. The the essentially the three-year runway that you provided us with, you know, you're making your decision and then we've got, you know, buildings to build and all of that has allowed us to manage this and to have thoughtful discussions regarding staffing, thoughtful discussions with staff so

109that they know where they sit, so that they can, you know, make the best decisions for them. So, if there are staff out there and you hear of staff that like I still have questions, like please don't hesitate to tell them. I mean, I've told them numerous times, but I am happy to spend whatever time is needed so that people feel comfortable and feel like they know where they're at with as much information as I can. There are still some areas that could be a little gray. Um, but we're as transparent as we can be with all of that. There are a lot of positions that while we might be reducing overall, there's enough attrition, you know, when we look at teacher assistants and cooks, there's going to be enough attrition that we're not going

110to be laying off anyone there. Um, and we've said, you know, even, you know, like for example, maybe in the custodial pool, if we were over staffed by one, carry that until the next resignation. We we plan for that as well. I will tell you from a personal level, every time I do, every new hire, I meet with every new hireer and give a finalization, I have a whole little spiel of, hey, let's talk rumors. And then we talk about the uh the referendum, the past, and the consolidation and and the, you know, I spoiler alert, you don't need to worry. and that's often what but I also want people to number one know what's going on and number two not worry about their position unless they're in a role that could potentially be reduced.

111So a lot of those conversations I'm looking forward to not being able to skip that little spiel in future finalizations by next year. >> There'll be a lot of synergies as well combining everybody. I would assume you're going to find I mean you may actually have somebody that some person that can float. I know you do now, but you know in some aspects if it's you know the custodians to the cooks to anything which you know generally we're underst staffed at. So it it is going to be an it's that's a positive for us for sure. >> It is if we were over staffed by an extra cook it would give us leeway to fill the unfilled areas and have it be a full whether it be two months or six months or a year.

112>> I had one other question. Um, do we have or could could you get historical data on when those involuntary transfers have led to a resignation? >> I'm not sure how to filter that. Possibly. >> Yeah, I wonder. >> Yeah, I'm not sure how we filter those over the years. >> How many involuntary transfers do you think you've worked with in the last five years? >> More than a year. more than one or two a year. >> I don't know that I've hardly ever worked with an involuntary transfer. They're pretty rare. >> That's That's good. I I think it would be >> usually usually it is someone who you know doesn't have a lot of seniority. My message always to them is while it's painful in the moment um you know when you do move

113to another uh school community or another grade level like your growth also is exponential and you become a better teacher and a better employee as a result of it doesn't make it any easier in the moment but that has been some of the advice I've given to young teachers is you know moving is never easy but in my long career every move I've made I've been a are, you know, hopefully a better employee and educator as a result of it. So, trying to temper that too with some just like >> I think you're absolutely right. Yeah. I >> like it'll be fine. >> I'm just I'm curious about it just because um in the linkages recently and a number of conversations I've been able to have with staff members. I'm always surprised at how many

114schools the teachers have have been at over the years, especially our longest tenure teachers. Sometimes it's three or four, even five school buildings, it seems like. So, I'm just curious about that. That used to be the way things happened. >> Yeah. I was just talking to a school counselor the other day and she said, "Finally got to check off middle school, you know, and she was excited about that. Every 10 years, she wanted a new role and new experience." That's awesome. >> We got a lot on our >> punch card. We give them a free sandwich. >> There you go. Right. >> Jeff, >> this is really different from the conversation. Has the district school district of lacrosse ever considered hiring full-time subs? >> Some some districts have done that. >> Subs. That's their job

115every day. I didn't know. How many do you have? >> Right now I have one. Um today that person had to fill in as a TA because there wasn't a there wasn't unfilled vacancy. Um that's a win for me that I every day that I get that considered a win for Matt Wimpy. Um, I wish I won more often than I do. Um, most every morning, um, at 6:30 I'm assigning that floating sub to a spot. During the pandemic, we had three and we would send them to the, um, area of highest need. So, I will tell you this morning there were three unfilled TA positions at Hinchin. That's where the floating substitute teacher went. They were a they were a they were a TA at Hinchin because they had the highest need today. >>

116Yep. >> Yeah. I didn't know lacrosse had it. Thank you, >> Joe. >> Um, we I saw the breakdown on like teachers and counts and per students and everything. We talked we just were on the subject of TAs. I know that's something that comes up in linkages quite a bit as TA specialists. Will the consolidation help ease some of that to allow us to make sure we have full coverage? We've got I mean, if we're consolidating multiple buildings, I'm assuming that we would have enough teachers potentially to fill in a full building if not a little bit extra. But I might be over assuming what we might have. >> We're going to gain a little bit of efficiency on TAS, but not a lot. And it's still a hard area to fill right now. >>

117Is it is it because of compensation is still the one that drives us or is what what do you think why do you think that's still such a hard position for us to fill? >> Um I think it's indicative of the job market. I mean it's there's a lot of still opportunities out there and and um we are looking at uh we always compare CISA 4 >> area salaries and and we want to be among the highest that's written in our written in our guidelines and and that's one of the things that we are comparing >> right now a couple school districts in the area that have a little bit of ahead of us and so we'll be looking at that as we we look at compensation through negotiations and through the summer. >> Mo

118almost all of our TAs are in special education and so our hiring of TAS is generally based on the student need that's present and so there can be some efficiency you know as we consolidate schools and I think I've estimated maybe one TA reduction but because it's student dependent not school dependent it's hard to create those efficiencies because it's based on IEP minutes and needs of of kids. So we might see some minor efficiencies there but probably not many. >> Okay. >> And I was hoping by efficiency this was not an operational pickup. It was more of a we got full coverage and support. That was more the efficiency. I was hoping that would be ideal. >> There is a there is an advantage in volume though. If you've got two special education teachers and

119two TAs in one building and one person's gone, it's a lot more work than if you're in a building with four special education teachers and four TAs and one person's gone. all of a sudden the workload is easier for everyone. It's easier to cover and sub and so we will absolutely be gaining efficiencies for when there's vacancies or absences. Uh and we'll be a much more resilient organization as a result. >> That's what I was hoping to hear is just we would start to consolidate our resources into those facilities into those buildings that we would gain the support that we always hear that the teachers are always looking for. Say I >> love my TAs. I love what happens. I love the support they give me but I need more. >> So agreed. Matt's got

120a few more slides. So, >> you've kind of fit into some of those. So, if you kind of want to run through those briefly because you've got a workshop in a close session yet. >> I I will go quickly here. Um, we've been posting them internally. Most of them went external right before the job fair at WL a week from Friday. Um, we are recruiting at job fairs. We we had Winona a while back. WL just a week ago and I'm heading to Madison here in about a week to, you know, put out the word. Um, next slide. Uh, some notable ads and reductions. We do know that we have more 4K next year because of the change that we made. Um, so that's that's adding at the elementaryaries. Um, we are adding one teacher

121at Summit in grade six at Logan Middle. Um, but we are reducing staffing by one at at Southern Bluffs, Northwood, Spence, and Hinchen. Um, our egg, we've had two teachers, they both had overloads. Um we saw an increase in egg again next year when students signed up. So rather than continue to have two teachers with double overloads, we are moving to a 3.0. Um so we'll have three teachers. You'll probably see that on your next board report without saying too much. Um we have uh seven UWL residency students who are double certified in special ed and elementary ed. they are part of the agreement with with as this residency student. It's a little bit different than student teaching um year long. Um but they will have the opportunity to apply internally and if they have

122not um applied and interviewed and and found a job by June 1st, then we will place them in an in a position that they'd be certified for. So whether it be and at the moment we don't have a lot of elementary traditional classrooms open, but we do have a fair share of special ed. So um I I am more optimistic than ever before that we're going to be able to fill our special ed hires with quality candidates early than normal. >> Um I mentioned the add to egg. Um we also through attrition were able to reduce one FCS in business position that was at the middle school. Um those pe we may have some overloads to help compensate for that reduction but we do do see a little bit less staffing normal fluctuations and other

123secondary electives. Students have have chosen their classes but we have not done the schedule yet. So it's very difficult to actually say any type of class sizes or what to expect until then there's always conflicts. you know, you can't, you know, you may only have one section of a class and that may be offered at the same time as another, you know, singleton and and so that always drives the st or drives um the class sizes. I will say this, I'm one of the things I'm really proud of and and glad to see something that we added not too many years ago is um lacrosse offers m as a foreign language and I think that there's a lot of value in that. I think it's a very pragmatic thing to offer in our community and

124it's growing um to the point where we may have overloads next year in in in that foreign language. So I think that's a real positive. Um I think that's all. Next slide. So these are very tentative espec I'm going to start with this and then the elementary is even more even more so. Um, you know, we we look at our guidelines. We want to be around 25 to one at the at the middle school level. And you can see the enrollment, the number of sections we currently have. And then the average. So, for example, at Logan Middle, um, we have 143 students that we anticipate, six sections, averages out to 23.8 um, kids in each section. I don't know what we're going to do with that. 08 kid, but um, we'll figure that out. Um

125so that was a one increase in at sixth grade level. Um Longfellow a little bit bigger. You can see um and these numbers may change. Um PY very much uh relying on uh the you know the transfer process. So that is not done. Our charter contract because of the what do you call it the uh workbased learning uh the charter contract is 15 to1 smaller ratio at PY. We are a little just a little bit below that right now, but we do anticipate uh more more kids coming into that. And at CRVA, we're currently at 160 students with five teachers and a half-time special ed, not counting the special ed that's 32 to1. We are probably going to be adjusting some of the the grade ranges that those people do. We're seeing far more kids

126at the CRVA at the high school than at the elementary, which is >> I just signed 40 diplomas for CRVA seniors that are graduating. >> That's awesome. >> It's wild. >> So this this does mean so in in Logan, for example, in seventh grade, at least one section is at 26 students. >> Well, it'll I know how things work. as a former middle school principal, you're going to have a section of 29 and you're going to have a section of 22. It just you can't they don't always balance out because you got to factor in all the electives and, you know, special ed services and everything else that goes into it. So, you would love to have, you know, 25 26 in each, but it doesn't always work out quite that way because of some

127of those other variables. But that's the average. And then the last one and we get ready for a lot of numbers. Elementary once again the first column is uh student numbers number of anticipated sections. This may very well change and then what that average size would be. Um if we had multiples of 18 it makes it a lot easier. Um you know I'm going to point out Hinchin there. Hinchin's got some, you know, what do you do? What do you do with 26 second graders? That isn't and and you know, I pretty high poverty rate. Um, you know, some special ed needs. Um, there was a time when you might look at, you know, adding TAs to that as we just got done talking about. It's not as consistent anymore as what it used to

128be. And we don't, the last thing we want is to bring someone in and have them gone by October. And now we'll be sitting with the class of 26. um split level when it is planned, when it is uh developed, when there's training, split levels uh can work, but to do it randomly just because the numbers are there isn't good for kids and we know that. Um so it creates some challenges. Um 28 fifth graders, that's an awfully big fifth grade class with with high needs. Um, now of course that's a one-year problem. Um, next year we're going to gain some efficiencies and especially when you look at some of these schools, we know that we'll be consolidating and and being able to, you know, reduce the number of sections we have overall. >> Any

129questions? >> Thank you for this. Um, we haven't had a report like this early in the budget cycle um, before and I think this is helpful for us so when we get >> further down the line we can kind of know what thinking and planning has been going on in the process. >> And I and I want to point out this isn't this isn't >> a plan. It's not real. >> Tenative is all in caps for a reason because this will change all spring and until we do the inner district uh, we know that that'll that'll impact what we do too. Would the board like some of these graphs as we get closer in fall? Would that be helpful to the board or is that not of any interest? >> Oh, I think it absolutely

130would be helpful knowing that this is tentative though. I mean that >> Yeah, I mean I think >> it's in caps for a reason. >> Yeah, the comparison would be helpful if accurate estimates. Yeah, >> thank you. It's so good. We want more. Thank you. >> Okay. uh discuss city school pool collaboration survey. >> Um attached you'll find a draft survey um that would go out to the community um to ask them about um their interest in uh uh collaborating with the city on a pool. I'll turn it over to to Tim if you have any specific context or feedback about the conversations uh that have been going on. Um, yeah. I mean, they've been great conversations. I guess the biggest part is to see if, uh, there's support for it. Um, I think that's

131probably the next step. Um, and the survey, I think, will do that pretty effectively. >> Who get who gets the survey? Is it sent out to by email to all people in Lacrosse or? >> Uh, we would probably send it out to each box holder. So it' be to every resident in the or every household in the school district. And so we would be able to ensure that we got a good response rate that way. There'd be an online way to take the survey as well. Um I think there's a very strong case for replacing the outdoor pool with a multi-functional indoor pool that serves the city's traditional needs for recreation and also serves the school district's needs for competition. and uh uh swimming instruction. >> Yeah, I think that the information on here, as

132long as people read it and don't just jump to the back to the last page where the dollar amount gets um portrayed, uh I don't know. It's I mean, it's it's really good information. Uh it fills a need. We'll just see if the the community >> So, it looks like this the district is running the survey. >> Um, it comes from both the city and the school district. >> Well, I see I see that it comes it's that's we're both on the on the header and everything, but it we're using school perceptions. >> Correct. >> Right. And um we are the point of contact if people need support as well. I'm wondering, can the city not leverage some of their resources in helping get this out? I I I guess my concern is, you know,

133say older residents of Lacrosse who have do do not have kids or have not had kids in the district for many years see something coming from the district and goes right in the trash, right? whereas something from the city might get paid attention to more >> or people say uh I I'm not pay like now you want more money and I just paid for the elementary school so I don't >> absolutely >> a city referendum not a school district or >> um in our conversations we discussed you know I mean I can switch the names and the logos if you want you know one thing in front of the other the referendum would come through the school district in part because we have a larger taxing authority and base than the city does. And so

134if the city ran the referendum, it wouldn't cover our students necessarily who live in the town of Shelby or the town of Maderi. And so thinking about the overlap there, it's it's more there's a few more residents, another 13,000ish, you know, that live uh in the school district than in the city, even though we overlap broadly. >> So what's your timing on this? The reason I'm asking is um so assuming the if the survey comes back and the community says yeah um we as a board haven't decid like I feel like I'm being backed into a corner on a decision versus a thoughtful decision. Again, we've got a lot of we've got an operating referendum that we're going to have to renew in a few years. We've got um middle schools that need some attention.

135And I've mentioned that a time or two before. And so how does this like I don't want to compromise the community support for those with this or at least I'd like the opportunity to discuss it with the board rather than just say well the I'm struggling with that a little bit. How is that all going to work? >> I truly think that you're getting ahead of yourself. I think we're we're this is just a learning process. Like if this gets shot down by the community, I think we've all talked about we move on to the next thing. I mean, it's it's one of those things where it's not like this gets approved and we're going to, you know, yes, we would like to move forward with it, but obviously if it's not supported by the

136community, I mean, it's can't really do anything about it. So, >> yeah, even in my experience, things that are 5050 are often tough cells when you actually put pen to paper with actual dollars on them at a referendum. You know, they even say, you know, in school perceptions experience, twothirds of I don't knows are no votes because people will generally be more conservative and, you know, protect their pocketbook over seeking a new thing that they're unfamiliar with. I think it would be awesome for the north side. I think it would be amazing for the city. I love the idea of partnering with the YMCA because they know how to operate pools really well. But, um, this wouldn't tie the school board's hands. it would be more information in the part of a longer term process.

137It doesn't say and then in November we would go to referendum. It says this is a part of a longer term project potentially. Um and the school board could go to referendum in November if it came back with 80% support and it was very clear from the 10,000 surveys you got, you know, like, oh, this is a mandate. We can do this and people will be very excited. or it could come back lukewarm and you could put it into an additional question in the future, you know, on a middle school referendum as an add-on. >> Sorry, J. >> I I I generally I think it's an excellent idea. I would just like to make sure that people understand or somehow it goes out that this is the city of Lacrosse, this is the school district

138lacrosse and the YMCA that it's three people heading this up and it's not the just the school district asking for more money. >> I I I was going to say very similarly like Mike I I think the plan for sending out the survey and everything is great. I understand, yeah, the taxing authority and everything is us being the ones to ultimately, you know, put out the referendum question and but if if it goes in that direction, my concern is is the packaging right now and that if this is a partnership, I'm I'm hoping that the city council, the mayor's office, whoever at the city will also be helping distribute this and and putting their name on it as much as our name is on it too, so that it's really understood in that way. just

139have a more recognizable logo put it first. Yeah, I mean that's something we can definitely discuss in the next meeting in terms of maybe just you know in the first you know few paragraphs is explaining that in more detail >> is like more of a collaboration >> also in terms of distribution networks like obviously going to every boxh holder is great and and but the the city I think necessarily has a different set of of you know reach opportunities than than we do and I'd like to see them utilize it. >> Yep. And it might be nice to have in partnership, you know, and the top thing and it's the, you know, the three-headed monster up there with a with a Y the Y up there as well. And I think that'll really show well,

140you know, this isn't just right >> us and and you know, working maybe with the city, but I think it's a collaboration. Even though we've been talking about it, there's a lot of people still don't know about it. And >> you know, and you're right that I think that we all talked about the beginning that our concern was that people would think, well, gee, now they want more money to build a pool. That was talked about in great length at our earlier meetings. So it again, this is this is just a question, you know, and it doesn't really hold anything but information at this point. And and I think it's getting at least the first step out. I mean, we can talk about as group all we want, but until we really know what the

141public thinks about it does us no good. >> Yeah, >> that would be only the last comment and hopefully we'll stop uh because we got to keep going. Um the way the plan's drawn, it's shown attached to the middle school. I think I'd be a little wary of that given the state of our middle schools. So you might want to show it as a separate building at least in the short term just to say hey there's future proofing of said building and it's also set away and it might not feel as part of as much of a part of the school district lacrosse even though we're a co-artner of leading leading the charge on it. >> It's a great recommendation. We'll look at that. >> Any further discussion? >> Appreciate your work on this. I

142would be a very impatient committee member. So thank you for the work you're doing. Uh, referendum construction plan update. >> Um, I'm going to turn that over to Joe for a minute while I make some copies of things that you asked for. So, >> you better do as good as >> Oh, well, I was going to say I wanted to do video, but the superintendent wouldn't let me. Things are going really well. Start off at State Road School. You can see what's happening. Battling the weather there. But uh today u concrete was poured on the ent new entryway going into uh that entrance. Um all concrete's been poured now except for the gymnasium area and that'll be last because they're building up the walls and they want to have equipment in there. We also have

143roofing uh over the 4K area. Uh that is as of today they started doing that and so that's done and then they'll continue to be building up masonary walls on the outside. So you'll see that happening. You'll see the second floor uh starting here next week or so above the current location, the current addition. One of the things that we did because and Shelley alluded to it, um the staff have been living this and so we gave a tour one day after school and the whole staff stayed and they went through the construction so they could see they hear it, they see it, but they don't know what's happening. And so, um they really enjoyed it. It was a a a nice tour. I offer that to you as well. We do it at the

144end of the day when um the contractors are not there, so it's a little bit safer. But if you'd like to tour that anytime, let us know. We can set up a time. We can do one-on-one very easy. We're on site every day anyways. So that's happening there. So we're moving forward with that. And then at the new site, if you went by there on >> Have the Henchin staff gone through it then? >> They have not. And we will we'll offer that to them. But the reason we offer it to the state road staff initially is because they're the ones on site. They're seeing it and hearing all this and and they've been dislocated or relocated, if you will, uh because of the process. And then at the new site, if you go by

145there on the north side of the site, uh you'll see that the footings are being poured. They were poured uh last week and we're starting the foundation walls. Um you'll see that the uh geothermal is starting already and so they'll be going the next five weeks and they're working six days a week. So they'll even be working through Saturdays to get the geothermal done. And so you'll see that process. Then in two weeks you'll see uh the new electrical service begin, the old power poles being removed and the new new service coming in. So those are the kinds of things that are happening there right now, but they're going rather quickly and so moving forward. And then the other thing that you'll notice is that next week they'll be starting the elevator shaft. And so

146they're going to build around that elevator shaft. So they'll build that first and they'll build around it. So you'll see a a tall structure there here in the next couple weeks starting that that process. And I'll open up for any questions. >> Any questions? >> Okay. Thank you. Okay, we'll then move on to um our students and we'll start with um Central High School with Mr. Sky. >> Gotcha. Gotcha. All right. Uh it is ACT testing tomorrow. >> ACDC. >> I wish. No, the ACT much less exciting, much more stressful. Um I'm glad I don't have to do that again. That was um so yeah, seniors have off tomorrow. Uh, juniors will be taking the ACT proper and then freshman and sophomores will be taking the pre-ACT to help get used to the feel of

147the test in order to prepare them for their junior year. Uh, we are not happy spring break is over. I did not want to go this morning, but seniors have 26 days left before we leave and I want to say it is 38 for the rest of the students. Uh, that is very exciting for us. Other than that, track and tennis have both started by now. Um, as well as baseball and softball. >> Sound exciting. >> Um, as for poly technic, uh, we have our prom coming up April 18th. So, that's an exciting event for students as well as a middle school dance, I think that same day or the day before, I believe. Um, I'm not sure if this was already shared, but um, one specific um, social studies class has partnered with PBS

148to make student documentaries. Uh, >> cool. >> Yeah. So, uh, that's been a project we've been like working on like this past like semester. So, yeah. Um, other than that, I think that's about it. We also had ACT um testing before break, like the week before break I believe. So yeah. >> Awesome. Thank you. When is central prom? Oh, May 4th, that that weekend because then, sorry, I forgot to mention. May 9th, uh, Central's FA is holding a fundraiser for the Wisconsin Conservation Corps here at Central out actually in the baseball field. There will be carnival games, uh, prize basket baskets that'll be essentially raffled off. It is also the same day as the youth track meet, uh, through park and wreck. We'll also have concessions open, so if you want to see uh some

149amazing young athletes and come support all the hard work that the Wisconsin Conservation Corps does, show up. >> Awesome. Thank you. >> Glad I prompted that. >> Um Dr. Garcia. >> Yeah. Uh, I think y'all got an update from Mel before spring break on LPF goings on, but um, the tickets for the Golden Apple Gala Awards banquet are >> available now. So, we can buy those tickets if we want to be there and support that >> banquet is the 8th, >> I think. So, May Yep. May 8th. >> May I just knew it was May? Early May. Yeah. Um, and we got to go to the sugar shack out at Summit Elementary and try the sap. It wasn't quite syrup yet. It was like five degrees away syrup. It was still very delicious. And it

150was great to walk down to the um woods down below where they had tapped the trees. They the teacher was teaching them, showing them how to take the taps back out and how they place them next year. So, I think they had 200 gallons. >> Wow. >> Uh that they were rendering and every class will get a jar. And I said, "You should auction that." >> uh for a fundraiser. But um yeah, it was great. It was a good day to be outside. It was a beautiful day to be outside. And it was really fun to watch the kids um kind of do that hands-on project work. It was great. >> Awesome. >> Which is LPF funded and staff designed. Beautiful project. So yeah, thank you. It's exciting. Uh Mr. Albert, Mr. Newmeister, anything else

151on the city school consortium besides the survey? >> No, I I think it was really good discussion and what you guys uh kind of want to see from it. So there'll be some good uh discussion at the next meeting. So >> I think it would just going forward, this is a city plan going forward. >> Yeah. No, I Yeah, I agree with you. Uh so for my announcements, uh election, spring election is tomorrow. So for those who haven't voted early, tomorrow is the day to go vote. Um the 20th of April is a linkage with the cultural community partners. That one was the rescheduled one from the snow date. Is that correct, Laura? Um the I'm sorry the April 20th is the one specifically the black students and family focused and then the rescheduled one

152is now on May 4th. >> Thank you for clarifying that. >> Yep. We have two different ones this year. >> April 20th is also um our next board meeting but May April 27th is our reorganization meeting. Remember this month we have three meetings for those who will be reelected >> or elected. Um May 12th is a linkage with the district-wide parents. That's a virtual one. It's always a good group to chat with. Um couple other things, your art projects. Um May 4th is our meeting to recognize those students. So make sure you get selected and you get that in so that uh those students and their families can get enough notice so they can be here to attend. Um another thing is uh Laura's put in front of us the uh seeking availability. It is

153not for a linkage for high school students, but it's for the board summer uh Saturday discussion, formerly called retreat, but that sounds way more glamorous than what it really is. Um because we talked our last one, like to do it twice a year. And so, um look at that and let Laura know the dates that you're available, please. And then the last thing, it's just an announcement, not for discussion. um you had an article um in front of you regarding schoolboard um communications. There's something twinky here um and uh was supposed to go with an email that um from uh attorney Shaina Lewis that was just handed out um to you. So that is just for you to uh look at and review. Uh that's all I have. We have exciting news. We have a

154teacher Mariah Bigalow at Kulie Monasuri Monasuri who was uh selected as an Herb Cole teacher fellow. Uh rare honor in the state and uh very excited to have her on our staff and to be honored in this way. So an amazing accomplishment by her. Uh April 19th to the 25th is National Library Week. Uh Miss Martin was the state road teacher who helped these students through their high performance learning opportunity to research something that they were passionate about. Uh so a great time to celebrate our librarians and our libraries. And then April 20th through 24th is National Environmental Education Week. And as Dr. Garcia identified, we have amazing environmental education opportunities here uh in the school district of Lacrosse that are really without comparison across the state. And so, uh, neat things going on in

155our schools every single day. Amazing staff to celebrate. And that's all I have. >> Okay. >> We'll then move on to agenda planning for April 20th. >> Look for a motion to approve the agenda as presented, unless there's motions to modify. >> So, move. >> Okay. Have a motion. Do we have a second? >> Second. >> Motion to second. Any further discussion? All those in favor of the motion for the April 20th uh agenda planning uh signify by saying I. >> I. Those opposed. Motion carries. Board debriefing >> and Mr. Alberts is up tonight. >> Uh would like to start off by thanking those kids uh for standing up and kind of fighting for what they believe in with stay road. Um thank you to Dr. Engel for not looking at a stopwatch. There were

156several speakers, so it was legit. >> Five each. >> Yeah, five times. Um, uh, great discussion on the resolution that we all kind of, you know, put through tonight. That was that was fantastic to see it. You know, it's just I think it's it's a start with, you know, things that could be on that tax bill. Um, but this is a first good start. Um, let's see. Um, great report uh on the naming of the schools. I mean, it just helps us uh kind of narrow it down without having, you know, we I we probably all get those emails from people and voicing their opinions. Um, but this this report really kind of uh helped definitely helped me when I looked at it. Um, great discussion on the staffing update. Um, I would, you know,

157everybody's kind of been through that consolidation. Um, and it's nice that, you know, they're having discussions with staff already. Um, you know, it's never an easy thing to do when consolidating things. So, uh, having that that game plan is is fantastic. Um, and like I said before, uh, the the pool collaboration, thanks for the feedback. We definitely will will take that because obviously with if we don't have the the board support, this thing kind of fails along the way anyways. So, uh, yeah, great discussions tonight and good board meeting. >> That was a very thorough debriefing. Thank you. >> It pays when you pay attention that you're up is the >> read ahead. >> So, I do I do I don't read the close session now or >> No, not yet. No. >> So, um,

158we're going to adjourn this meeting. Um, and then we're going to go into a workshop. Um, and then we've got a close session after that. So, we got quite a bit of work left. Um, I'm take five minute break here for anybody needs to >> I need to leave and good luck >> Trevor and Deb tomorrow. >> You as well, Scott.