001[snorts] started to eat their dogs. So, it's going to be sad to read. Call to order this meeting of the Lacrosse Board of Education. We recognize that the 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? >> Mr. Alberts >> here. >> Mr. Bneski >> here. >> Miss Fuks >> here. >> Dr. Garcia >> here. >> Mr. Jackson >> here. >> Mr. Mango >> here. >> Mr. Newmeister >> excused. >> Dr. Sprag >> here. >> Miss Zukla >> here. Quum of the board of education is present. So the regularly scheduled meeting of February 2nd, 2026 is hereby called to order. We will now
002have the pledge of allegiance. Please stand as you are able and face the American flag. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> [clears throat] >> Tonight's agenda has previously been 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. >> Like to make a motion to approve the agenda as submitted. >> Seconded. >> Motion a second to approve the agenda. Any further discussion? All those in favor of the motion signify by saying I. >> I. >> Those opposed. Motion carries. We have no public speakers this evening. >> We do have a
003long evening though. We've got a lot of good reports this evening and we've got a workshop and we've got a close session. So, um we got a lot to cover, but two weeks from now we're off. So, that's uh you'll get your break then. Um so, we'll move into the school showcase. We have the Logan Middle School and North Side Elementary School reading buddies. [clears throat] >> You introduce anybody. Um, hi everybody. I'm Joel Shriner and I'm here with Christina Fenton and Deb Sullivan. Um, so we're just going to share a little bit about this program that we started now three years ago that has blossomed into something pretty cool. So, um, can see I mean I think this picture just kind of sums it all up. Um, I don't know if you guys can
004see it, but >> there's one right here. >> Beautiful. Love like the giant TV. [laughter] >> So, that just kind of sums everything up. >> A little closer. >> Yeah. Um, so like I said, um, I'm Joel Shriner. I'm seventh grade special education teacher at Logan Middle School. Um, a few years back, um, Christina Fenton and I had this idea to get some of our kids involved in some service learning and Deb jumped right on board. And so it's just been a beautiful partnership since then. Uh, 2022 and 2023 was kind of our trial year. We decided to bring 30 of our most trusted seventh graders over to read to second graders and we did that. I think it was in the new year um or it might have been right before Christmas. We started
005that off and it went great. Um the kids were so excited to be part of it and we just saw a lot of growth from some of our kids who were maybe struggling to um follow expectations and I think the same can probably be said about some of the second graders as well that year. And so since things went well, didn't go poorly, we decided, all right, we're going to give it a shot this next year. And then um the second year, 2023 to 2024, we decided to bring our entire red house pod because at Logan Middle School, we do pods. So we have half of seventh grade is in the greenhouse, half of it is in the red house. And we decided we're going to try and bring all of them, which was roughly
00660 seventh graders. We walked over to North Side, Rain or Shine, Snow, um, and Crocs and Birkenstocks. And, um, we then expanded to read with all of the second graders and third graders that year. And it was chaotic at first, but within a couple times of doing it, the seventh graders knew what their job was, and it was um pretty awesome to see that many kids be involved in something and take over literally a whole floor of North Side Elementary. Um then this year, as I like to coined it, we became a welloiled machine for the most part. Um, we start last year and this year, it's been awesome. We started pretty much from the get-go and now having worked with the same teachers pretty much each year, the partnership between us and North Side
007has just gotten stronger. And um, we also this year decided to um, try to expand, you know, our program a little bit more into what we what we had. Um and so we got donations from the community to for students to have their own tote bags that they could bring over to North Side. That was in a previous um slide there. So now seventh graders have tote bags that they bring over with books that they pick out from our school or activities we're going to bring over for the kids. Um and the coolest thing is we applied for a gold star grant and it was approved for us to now create our own um library within middle school. So we have lots of and our librarian is amazing. She has a lot of picture books
008already, but we decided we wanted to try to create something that would be just for our reading buddies program where the kids would be able to go and pick out books that, you know, were all social emotionally based um with that kind of underlying message because it's good for seventh graders to hear and read that as as well as teach second graders. So, um we're very excited and those books should be arriving soon. So, the plan is that eventually, you know, students might be the ones that are running that little mini library within Logan Middle School. Um, that'll be something we'll work out as we go. And then, you know, the long dream is that eventually all seventh graders would be able to be involved in um going over to North Side to read or
009do something, but since I'm mostly on the one side, that's just kind of been the focus right now. So, um, here's, you know, some things that I think we've all found as we have gone through this that we have a lot of students that maybe aren't motivated to read or feel like they can't read or don't want to read. And as a special education teacher, see the importance of that every day. And so, I feel as though this has been motivating for seventh graders to be more engaged and get excited about reading to their buddies. um they've been able to be role models for second and third graders. You know, some of the students that maybe struggle to follow expectations at Logan Middle, they'll be the best reading buddies at North Side. Like, that is
010probably the most amazing thing that we see. Um and then the second and third graders [laughter] get really excited. Now, maybe Deb, if you want to talk about what it looks like over on North Side when it is getting close to Reading Buddies Day. >> Yeah. So, I mean, typically um >> go by the microphone. >> Sorry. [clears throat] Typically at uh reading time for North Side is sometimes like she said a struggle. And on reading budding day um they run to their spot. You know, we have some in the hallways, we have some in the floors, like every nook and cranny. They're everywhere. They know their spot and they're like, "Sh, they're coming." [laughter] They just get so excited. Um and so it's the quietest 40 minutes of our entire month and everybody has
011their personal attention and everybody has a connection. And so I brought today um it was too cold for them to walk to see us on Friday. It was our day for January and they wrote us letters on Friday and I didn't get mine to my kids until today. And this one said, "I'm sorry we weren't able to come and read today. It is too cold for us to walk there. I hope you're having an amazing week. How was your week? I'm excited to see you next week. Have a good weekend. Sincerely, your buddy." I read this um 16 times today. It was the exact same message to all of them and they're like, "They missed me." [laughter] And it was like absolutely. And so that connection piece is just really good. I mean, the reading
012is a bonus, but it's really like making connections in the community. When they um had the seventh graders come over at Christmas time to play in the band, they're like, "My buddy's in the band, you know, and they may or may not have been, but just feeling that sense has been um on top of that. Um but yeah, having third grade and second grade and all the seventh graders come, it's their favorite time of every month." And we get to do it twice in February. So exciting. >> Thank you, Dad. >> Yeah. And I would say I think now one of the cool parts is too that now some of these kids that we started with three years are almost to Logan Middle School and so they'll have you know some familiar faces when they
013come over um as they see some of us who have been coming over there and then they'll get to be the big buddies which I just think is you know a full circle thing. Um, [clears throat] but you know, our our main thing, and I'll just let you kind of read these as I'm talking. Um, but I asked some former and current um, buddies to share like what it's meant to them. And, um, it's, you know, something that I think they'll think about hopefully when they get older and then maybe if some of them decide to go in the education field, it's something they'll think about starting. I mean, this was something that I, you know, I went to a small school here in Lacrosse, but we had buddies, reading buddies throughout my entire grade
014school, middle school. Um, and it was something that I remember having really positive experiences with. And I just wanted a way for students I work with and really all students and the ones that I saw that were really struggling to feel like they had a purpose. And I think this really gave um that purpose to them. So, um just a few quotes from our seventh graders. Some had a lot to say. [laughter] Um some were short and sweet, but you know, I think the overall picture is that our seventh graders see how important it is for these um younger students. And you know, there's been times where some of our younger friends that maybe struggle with behaviors and things and you're kind of observing it and you're like, I don't know if this is a
015lot for whoever the seventh grade buddy is. And every time I've talked to the seventh grader to ask, are you still comfortable being that, you know, second grader's buddy or that third grader's buddy or do you want me to swap you out? They have always said, nope, I've got it. Which I just think says it all. So, um, and then this is, [laughter] >> um, just prior to that, I have a student this year that's, um, non-verbal autistic and she has a buddy and they read sensory books and, um, she doesn't get to participate a lot in my room, but she does get to sit with her buddy for those 30 minutes. And it's just amazing to see the connection there. Um, when we asked, "What do you love about your buddy?" They all shouted
016out. I could not write down who said what because they were all shouting out the exact same things that their buddies are kind, nice, they're beautiful, and they're helpful. So, please >> Yeah. So, that's um really all I have, but it's turned into something awesome that I hope continues, you know, to keep bridging this relationship between us and Northside and and hopefully keep involved with them in different ways, too. >> Mr. Bigness. >> Yep. Well, first of all, I think this is an excellent program. I'm glad you brought it on to our attention. And second of all, do you try to pair up this student with this student? Is there some or you just let them pick them out themselves? >> Usually, um, at and you know, the first year it was just kind of
017like we're just going to throw names together and as if things weren't working, we would switch things up. But then um years two and three, I usually reach out to the teachers ahead of time and ask for maybe little anecdotes about students or you know to give me an asterisk next to names that might need a little more TLC. And then we as we get to know our seventh graders at the start of the year, we might match up some of our students that we know, you know, would be good role models to those students. Um, we pair them up. And so it is planned most of the time, but then obviously kids are gone or sick and then we just kind of deal with it as it comes. But we do try to be
018semi strategic um at the start of the year just to make sure matches are good. So >> I thought you did, but wanted to check. >> Yep. Yep. What was Sorry. Um what was really cool was um I used to be a special education teacher in the district and one of my students had a daughter and her daughter is now in my seventh grade class and um so at North Side there's a student who is deaf or heart of hearing and this student who is mine now is was my student when uh her mother was deaf and heart of hearing. So, we were able to like connect those two together and that was just just really cool to see because she knows a little bit of sign, you know, and um that just even just
019that I mean making those those really purposeful matches and things. It's it's amazing. It's just amazing. So, it's a Yeah, it's a cool opportunity. Comes for a circle. >> Y >> time goes very quickly. [laughter] Yeah. >> Uh, I was wondering I only have two things, but first I was wondering what about the poor green pod? They don't get to participate. >> They go on a lot of field trips. They're very um outgoing. So, they kind they have their their little extra things that they do and then we have this cuz I've offered to try to get it set up for them. Um, but they have, you know, said that this can be your thing. We'll do our thing. But, I mean, my goal is still to try to get everybody over there. Hopefully they're
020seeing how much fun it is and what what great relationships everybody's having. >> Some different grade levels for sure. >> Yeah. And I've I've said this before about our district and I think this is one more great example of it that the the fostering of relationships across the grade levels is at just a different level than when I was coming through school. and the the way my kids at over at State Road, you know, will see see their their star families and they'll see their buddies out and about as like who is that big child that like you've [laughter] never that >> knows who >> and it's and it's great and I just have to feel like it it makes it makes for a good school culture and it helps like you said I mean
021having familiar faces like you when they land um in middle school which is a turbulent period for many people. So, I think yeah, I think that's that's all to be commended. >> Thank you. Yep. >> Um, I was just going to say it's a beautiful program. My daughter did something like this when she was in high school and was matched with an elementary school student to help him with math and reading and to read with them and she just loved it. It made such a big impact on her and on him. Um, and I had a college student come in and read to my one of my second grade ESL students, which was great because she was writing stories. She was telling me stories and I was scribing them and then the volunteer would read
022the stories back to her so she could follow along with the words. And I don't know, this bonding over reading is such an important thing and I just love that you're doing it. Thank you. >> It's pretty great. And it just kind of started as a little bit of a an idea and we had the perfect crew to roll it out with. So, and perfect teachers at North or at Northside. >> Weren't afraid to have middle school. >> They weren't afraid to have 60 [laughter] middle schoolers come over. So, you know, we I always felt a little nervous walking in with the moms and like they do a good job of being quiet for the most part, but you can probably definitely tell that we're in the building. [laughter] >> I should know this, but
023how long of a walk is it? >> Four blocks. >> Fourish blocks maybe. >> Yeah. We probably could have made it last Friday, but kids in middle school don't bring coats and I was like I don't want to risk any frostbite. So >> yeah. And then the books that are selected that's selected by the seventh graders. >> Um in the p so the that's a good question. So um in the past we've just kind of relied on North Side. The the second and third graders have their own book bins or we might come up with an activity prior to depending on you know what time of year it is for them to do together or if they have an activity that they just want help with for their kids, they might do that. Um, but
024then this year, every single time we've gone over, our seventh graders have also brought a picture book. So, it's kind of like the elementary students are sharing a book that they want to read and then our seventh graders have also picked out a book um that they felt like their buddy would like. So, now it's coming from both sides, which has been pretty awesome. >> That's awesome. And um you didn't comment on it, but I'm guessing that the reading skills of the seventh graders have improved because um myself when back when you used to ride dinosaurs to school um when I was in school, they had a uh they again it was a um trial program. I was a senior. I had lots of credits. I um and so I could help out. I had
025time to volunteer. And it was freshmen that were really struggling and really behind and really needed to get reading skills. And it was really interesting because again I was a good student but reading out loud to these students is a whole different skill set and I was nervous and I mean [clears throat] part of it part of the community that you built was you know sometimes I'd mess up and they enjoyed that too. Um but it it really improved my reading skills. I was I would have never guessed that in a million years what what a difference that um experience made and I would have guessed that happens to the seventh graders. So not only strengthening skills for second but also seventh. So yeah, and I would say like it builds their confidence with reading
026because we, you know, >> they don't they get opportunities to read out loud, but as you get into seventh grade, you don't read out loud as much. And so, um, even for the kids that I work with, so I primarily do reading intervention for students. Um, and so the kids that I have that are like the lowest readers, sometimes their buddies have higher reading skills than they do, but they will still be buddies and they'll read to them and read to each other. And I think it's just been a really cool experience um to see. And it's interesting how reading together, again, this my experience um back in the dinosaur day, I mean, we had kids that uh were certainly lots of behavior issues going on, but somehow reading together, it disappeared. I don't I
027don't know what it is about reading, but it's it it's magical. It just makes it go away. It's very cool. Thank you. >> Any other questions? >> Thank you for what you're doing. Thank you so much. >> Thank you so much. [applause] Okay, we will then move on to our fourth item, referendum borrowing. This is an information item. Um, action will be taken at our next meeting, but we need to learn about this because it's a complicated process. Uh so thankful to uh Eric Caster being here today uh from PTMA uh one of our financial adviserss that helps us navigate uh uh borrowing large sums of money and figuring out what to do with it while we have it. >> Thank you Dr. Engle. Good evening everyone. As Dr. Engel said, my name is Eric
028Cass, director of public finance from PTMA. I think very high level just wanted to give an update on the financing plan. So after the successful $53.5 million capital referendum, if you were on the board last March, we came forward with some of the strategies and we'll review those and kind of give an update on where the market is and kind of realign ourselves a little bit with the next steps in accessing the market and what that is intended to look like. Hopefully getting any feedback or answering any questions here this evening. If we get to the next slide, where I wanted to start was just circling back and kind of do a quick run through on what's already been done. So, as I alluded to and you all know, the community supported up to 53.5
029million in capital borrowing to u build a new ele elementary school and other various projects. So, last March um we came to the board and the board approved the first $14 million issuance that was structured for 20 years. Uh the all-inclusive interest rate, which is all costs associated with the borrowing, was 3.92%. And one of the key considerations that we were going after was that issuance was going to be exempt from arbitrage. Meaning we didn't fully know the um the cash flow of the project. We have a better sense of that as we sit here this evening and I'll talk a little bit about that. But at that point we were very cognizant of not putting the district in a position where they were going to need to owe the federal government any money back.
030So there was a science or a strategy behind that. As we get here on the next slide this evening. Um, I think all five strategies certainly hold true, but as we've gotten a clearer picture of the cash flow needs of the project, we really find ourselves in a situation where we're really focused on what does the interest rate environment look like, and I'll touch on that in the next slide, but really an infusion of cash is necessary as as the district, I know, is almost done with the demolition of Hogan and starting the construction of the new elementary project. So expenditures are certainly going to ramp up with the recent data we got not only from Bray Architects but also from Marcus Johnson. We're certainly um cognizant of maximizing interest earnings and avoiding arbitrage, but
031we're we're really going to be spending the recommended issuance out within probably the next 12 to 16 months. So we aren't very nervous about arbitrage even though it's a larger borrowing amount. And of course, as we'll show um later in the presentation, the property tax levy commitments and targets that 44 cent mill rate pre-referendum commitment to the community is certainly something that we'll we'll highlight as we're able to kind of manage the levy throughout that. Then of course looking at the amortization of debt. Getting into the next slide just very high level like to show a quick chart on where interest rates are. So this is dating back to the beginning of 25. So January 1st 25 all the way through I guess it was pulled on um the 28th. So one of the key
032things I wanted to highlight is the first issuance was secured um in early March last year. And you can see that uh we we do not predict the market but I certainly think we are a little bit lucky that we got into the market before tariff conversations really hit. That's where you see those spikes in the 5-year, the 10-year, and the 20-year certainly have settled back down. But we find ourselves dating back to last October in a fairly stable interest rate market. So we feel very good about our ability to lock in a good fixed rate interest rate for the school district here in in the next month. On to the next slide. Um and kind of where we're at from a cash flow recommendation for the project is with those stable interest rates and
033really looking at the data of what the cash flow needs are for the school district. We are intending and recommending that we would approach the market on March 2nd, which is the day of the schoolboard meeting to issue the next 30 million out of the full 53.5, bringing the total equity or borrowing amount to 44 million at that point. This is really again going to fund the bulk of the construction cost as that elementary school begins to ramp up. And as I alluded or I said stated earlier, it's probably going to be spent out in the next 12 to 16 months. I know it says 12 months up there. That's what the cash flow shows, but a lot of times things slow down a little bit. So, probably within the next 12 to 16 months
034is really what will transpire. And then on to the next slide, just to kind of bring a couple final points home. Apologize how much data and information is on there, but you can see the 14 million that I talked about is already issued that's structured. Our preliminary estimate of a 3.91% interest rate on the next 30 million um is in line with the market. And I think one of the important points that I would make on this slide is all the way to the far right when we look at the levy and that mill rate commitment. What we're doing is structuring it to maintain a flat levy. So that we know that the school district levied 4.3 million the fall of 25 for the school year for the retirement of debt. And we're able to
035structure the debt to maintain that for three more years and then create a natural drop. Um and that drop is is strategic in a couple reasons. that will be the retirement uh likely of the existing debt that was already kind of levied for previously because the call feature will kick in and then it provides an opportunity where property tax relief could exist. Other priorities whether they be operational or capital could be discussed and that drop can help offset any um additional needs that the school board or administration would would identify uh kind of leading up to that. So, we're trying to be very mindful in providing future opportunity for the school district in a couple of different avenues with what we're doing with the remaining issuance of debt. So, with that, I'll be quiet and
036see if there's any questions. [snorts] >> Um, so I know we draw down or we issue the debt when we need it so we can avoid arbitrage. And maybe this is a Patty question, but the 9.5 million that we'd be doing in a year from now. So that that's still for construction or is that for something else? >> Referendum project. >> Okay. That but we're drawing it down later to avoid arbitrage. >> Correct. Okay. I just want to make sure I understand that piece of it. And so we we as a board understand a year from now we'll be seeing you again >> doing the final piece. Yes. [laughter] >> Uh what is the the what are the threshold conditions for arbitrage? Like what's that line we're trying to dance on? >> Yeah, there's two
037main considerations. So any issuance in a calendar year in aggregate, so if you did two issues, the total is 15 million. So that's where that [snorts] 14 million kind of came in below that cap. But if you do issue above 15 million, you have to hit spend down thresholds every six months within a 24-month temporary period. So it's 10% by 6 months, 45% 12 months, 75, and then 100 in six-month increments. So that's why I was saying even though it's above that amount, we're filmable. >> Yeah, we're spending 12 to 16 months. Yes. [snorts] >> Okay. And then with the cash, you talked about the the cash payown from market and you think you're I mean, we're talking a 16-month window, which is well below that 24-month >> Yep. >> threshold that we're looking at,
038right? So correct feeling pretty comfortable that >> with that draw down schedule that we'll be fine. >> I believe so. And it's part of that 14 million like if you think about it we're trying to spend that last right because it's not subject to arbitrage. So continue to churn but if things speed up which Joe promises they won't. I'm just kidding. He doesn't [laughter] um you know we do have access to that cash. So I think that there is some flexibility built into the plan. Plus interest earnings on that 14 million are also available. So there are proceeds available that we feel comfortable we'll be able to to meet the spend down. >> So we've got a we've got the buffer sitting there because that 14 million is sitting underneath it. >> Correct. >> Don't
039want to use it and we don't predict we will but there's that kind of safety net if we find ourselves in a position where it is necessary. >> That's fair. Thank you. >> Other questions? >> This will come back then for issuance at our next meeting. Okay. >> Yep. >> Thank you. We'll then move on to 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 superintendent's consent agenda? Hearing none, I'd look for a motion to approve. >> Make a motion to approve the items on the superintendent consent agenda as presented. >> Second. motion and a second. Any further discussion? All those in favor of the motion signify by saying I.
040>> I. >> Those opposed. Motion carries. We will now move on to the board consent agenda. The board 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 want to remove from the board consent agenda? Hearing none, I'd look for a motion to approve. >> I'll make a motion to approve the items on the board consent agenda as presented. A second. >> Motion a second. You guys flip-flop. That's [cough] See [clears throat] any further discussion on the motion? All those in favor signify by saying I. >> I. I. >> Those opposed. Motion carries. We'll then move on to matters reserved for board action. And we're starting with operational expectation monitoring report OE3, treatment of community stakeholders. And we will
041be um if so, if the board so chooses, we would take action this evening regarding compliance. OE3. Uh this monitoring report is a part of our regular monitoring cycle uh where we'll present evidence uh based on the approved uh monitoring report from last year. Uh so OE3 is treatment of community stakeholders. Uh OE3 demonstrates the community stakeholders are treated as the board expects across the OE3 operational expectations. This report highlights our school district's successful efforts to protect confidential information, the district's commitment to ensuring factual information is accessible to the public and the district's successful resolution of formal complaints. The evidence contained in this report also highlights the consistent and varied manner in which the school district engages with stakeholders to ensure that those who have an interest in the school district are included. Highlights over
042the last year include involvement of the community in the district visioning process through focus groups, surveys, and a community- centered steering committee, as well [snorts] as the ongoing updates and communications regarding the postreerendum capital improvements. A lot of this is evidence we didn't have anything. So I won't enumerate everything, but if there are any areas that folks have questions regarding, I would be happy to explain in more depth. >> I have a question. >> Yes. uh relative to OE3.1 indicator 3 uh that there's no documented breaches resulting in an outside entity. Are are we primarily looking at where we are like a singular target or is this also going to capture because there's been [clears throat] a a variety of pretty uh widely publicized data breaches in in major systems. uh if if we're caught
043up in like a broader breach like that in some way um would that find its way into our evidence here if we're not specifically targeted? >> Yes, it would. So um if uh Gmail was hacked or something and it impacted our system, absolutely. If um our financial software and Skyward, you know, had a larger broader issue, that would show up in here as well. Um but also thinking we're thinking about both specific attacks on the school district and our personal systems but also more broad systems. Uh we've been fortunate to avoid those things. So far we have a routine um uh training for our staff and we do tests of our system on a regular basis. Um historically our um IT department has sent out fake fishing attacks to our staff to kind of identify
044and train folks around uh best practices there. Uh they uh run programs on our servers and other things to test for um uh weaknesses and other things. Uh and so we feel confident that um we have everything in the right place. Um [snorts] that said, it's probably not if, but when. and uh we feel like we're as prepared as we can be uh and have been uh successful to date. >> Any other comments, questions on this report? >> Looks pretty good. >> Otherwise, we'll be looking for a motion regarding compliance >> regards to monitoring report for policy OE3 treatment of community stakeholders and with respect to provisions of policy BSR-5. Super accountability. I'd like to make a motion that the board of education concludes that the superintendent in the district are in compliance. >> I'll
045second. >> Motion and a second. You're in compliance. Any further discussion or questions? All those in favor of the motion signify by saying I. >> I. >> Those opposed. Motion carries. We then move on to the Oh, get myself mixed up. Sorry. Um uh 7.2 results monitoring report R3 involve citizenship. We voted on um not compliance >> table with some >> table it. That's right. So that's what this is for. >> Yeah. Um thanks to Miss Huth. We had good notes uh based on your commentary. We put our heads together, identified some improvements to this policy and are happy to share those with you tonight. >> [snorts] >> uh based on our conversation last week um you'll notice I believe highlighted in yellow are the suggested changes based on uh based on the notes. So
046if we go to um 3.1 we were through discussion um left that as is 3.2 two, the indicator for um students will be engaged citizens. We have added information to the evidence section um and found some data points to compare um our percentage of students participating in extracurricular activities. um will demonstrate reasonable participation or growth. And we have found that um we can compare our percentage to the YRBS and other state and national data that is more um comparable to for our middle school and high school questions. >> Can I just suggest that we spell out YRBS as much as I like herbs as a [laughter] >> youth youth risk behavior survey? >> Yeah, I'm sure it's known in your circles, but yeah. Great suggestion there. Indicator two, again, also for um engaged citizens, we
047added the percentage 100% of students will pass the high school civics exam by graduation. Is that as a um graduation requirement? For indicator three, um we the percentage of students that are chronically absent will show reasonable improvement. Any questions on the initial changes? Okay, moving to 3.4, four which is uh students uh students will be students of character. Um you'll notice in indicator one we added the the words show reasonable improvement for the students who have two or more office disciplinary disciplinary referrals. Indicator two we have updated the percent of students who demonstrate engagement in their learning will show reasonable improvement. We had um a good amount of conversation around this indicator. Um and with that we have um both evidence from our teachers using the report card habits of mind with the use of
048the proficiency scale for the teachers and then self-reported engagement by students. Indicator 3.5 um or indicator 2. In 3.5, we have added the highlighted yellow, but it now says percent of students earning three or higher on select content area standards related to critical thinking in science and social studies will show reasonable improvement. Moving on to 3.6, we have changes in both indicator one and indicator 2. Indicator one um after further conversation with Dr. rotoring. Um we have added the percent of high school seniors who were identified as percent of high school seniors who are were identified as career pathway concentrators will reasonably improve. That is [snorts] data that we already collect um and are happy to share. And then indicator two would be 100% of students have completed an annual academic and career planning activity.
049All grades >> 6 through 12. We could add that. [snorts] >> Yeah. >> Any questions on our updates? >> Thank you for taking time to listen to our comments and and thoughts. Um again, we're trying to come up with something that's um fair to measure and gives us good data. Yes, >> one more clarity quibble with the ODRs. I know it was spelled out in the actual indicator. I just put the put the acronym in the parenthesis. So, >> thank you. >> If there are no other com uh concerns, we would then look for um motion to approve the recommended changes to R3 involved citizenship monitoring report. I'll make a motion to approve the recommended changes with the additional notes from this evening uh to results R3 involved citizenship monitoring monitoring report. >> I'll second
050motion a second. Any other questions or comments? >> All those in favor of the motion signify by saying I. >> I. >> Those opposed? Motion carries. >> We [snorts] then move on to information starting with the achievement gap reduction report. I'll turn that over to you. >> Yes. So uh presenting this report um is a requirement by state law uh for the achievement gap reduction program and uh we have some data to present. Uh, of course the um uh benchmarks have changed, the expectations have changed and so while we have great data, it's not really comparable to past data, not even two years in a row I think this year uh thanks to a variety of changes and Miss Huth will explain from here. [clears throat] As you look at the first cover page, you
051will notice the um the bottom of the page where I have laid out 23 24 25 and 25 26. You'll notice the red line between those years. That's how we are indicating a change in the data and we've tried to put that into place in the over the last few months. So you can see from 23 24 um we use local assessment at the kindergarten level um for math. We use local assessment for reading um for fall and winter and the DRA for um two for spring for kindergarten. And then for grades 1 through three, we used I Ready reading and math. In 24, we were able to still stay with I Ready reading and math for grades three or first through third. So that is the comparable of tonight. The kindergarten data is not
052comparable with what we're going to look at tonight. Last year we used a local assessment for math and an Ames web plus letter and sound recognition for reading at the kindergarten level. This year we have completely moved our data into the Ames web um using Ames web K through three. We had a new goal that was approved every five years. We have a goal that's approved by DPI for AGR and our goal was written using the Ames web plus reading composite score and math composite score. >> Any questions about the data? >> So, just to be clear for for the folks at home, we did not just go ahead and change all of our benchmarks. These are these are mandates that we're responding to. was um with act 20 in the state of Wisconsin there
053was changes that have needed to be made over the last um year and so looking at what we had used as a benchmark in the past and what we need to use um so we're not double assessing using i as well as web to be the most efficient we can be we have made that change to as web plus for k through three um we're also using as web plus for grades four and five and we're having continued conversation for middle school and what that looks like in the future. And we also have all of our um students that may be in a more intensive intervention. Um they're being progress monitored using Ames Webb as well. So we have more comparables that teachers can use and we can reflect on looking at growth. But in
054this uh moment in time, it is hard to compare against any other year. When we look at our assessment calendar, we've made a choice each time to limit the number of required assessments that teachers have to give and students have to take. Really focusing on things that are instructionally useful for us in the classroom and are actionable on a on a regular basis. Um, and so that has been a large part of our focus. And so while we're shifting each time, it's to the benefit of teachers and students in the classroom. We could have kept all these legacy assessments for the benefit of reporting to the schoolboard and you know long range data but that would have led to friction and frustration from the staff that have to use this to to help students every
055day. And so that's been our our choice um >> and test fatigue with students. >> Absolutely. >> There is a financial piece of of purchasing I Ready and we also have as web. So there's a you know fiscal responsibility in choosing one and moving forward. So we will start by looking at kindergarten reading composite score. So really we're looking at that column to the right. You will notice in the fall our kindergarteners were at a 71.1% proficiency rate. That is the moment in time in which they tested. It's not we're not measuring against the end of the year standards but we had 71.1% proficient in the fall. In winter we at we are at 73.6%. Um there's slight overall growth. There's some very significant growth in some of our reference group groups below and you
056will see see a slight dip in um our uh our white students very slight for if we look at the numbers moving on to math again we're also looking at as web plus for the composite math score so again hard to compare to the last two years but looking at our fall and our winter numbers we had significant growth in all areas again it's the moment in time and the student the number of students that are proficient on that day. Um so we had 53.3% proficient in the fall and have 75.9% proficient proficient in um our winter benchmark window. >> Miss Suka, >> you said it before, but I want to make sure I understand. So proficient in the fall and proficient in the winter, are they measuring against what you should have known in
057fall and what you should know in winter, or are you measuring against what you should know at the end of the grade? no what what they should know in the fall and what they should know in the winter. So if let's say they need to correctly identify 23 letter um sounds in the fall it might be 23 in the winter it might be 26. So that number continually changes um and that student needs to meet that continual growth over time and then the the spring would um bring a different number for that benchmark. >> Adam, I probably asked this question last year. Um what causes the dip that we see in some of these things as the year progresses? Is it because we're adding more or so to that that some of our students are
058not catching up to? is perhaps is perhaps just like the excitement that it's summer is almost here, we don't need to learn so much. >> There are so many reasons that number could change. It could be um if we think of the moment in time and they that student didn't get enough sleep the night before. This really is one test one you not one there's multiple subtests of this test but it could be that they weren't feeling well they didn't get enough sleep. They are struggling um you know in their learning. Uh there's also a percentage of um just deviation in scoring um over time >> and I think there's also the pacing of the test towards the end ofear standard might be different than our curriculum you know so how we have laid out
059the curriculum might come at a different pace than the the test might prescribe and so we might do better in the winter because we're kind of ahead of schedule or we might be worse you know but really we're looking towards that spring at the the And the fall and the winter give us an idea if we're on track, if we need more intensive intervention, if there's a hot spot. But really the the overall goal is that spring benchmark to compare from year to year. >> Dr. >> Yeah. And I think and I haven't looked at every single line yet uh for this, but the com trying to compare the the assessment regimes, right, the the relative movement between terms, you're seeing similar jumps between them, whether it's up or down. So, so that's good in
060in the sense that it tells us that we're we're not doing things entirely differently within the classroom. But then, uh, what I am interested in is is on this math composite score, the the aggregate uh, our fall percentage compared to the previous two years falls. I'm really interested in in how we come to understand what what the standards were to which the children were being measured in those previous years and how is that different from the new the new standards. So that'll be kind of fun to parse as we see that. >> Right. And also I will say for the the previous two years they were a locally created math assessments um and now we have a normed math assessment that we're using. Um so I think that also makes a difference. um in in
061how it how the scoring comes out and that Yep. >> I think in the last years or so the reading curriculum has changed along with math recently and so would you point to that and say we're making a difference because now we're doing this curriculum versus two years ago when we didn't have that curriculum. Can you expound on that for us? >> Because it's hard to compare from year to year with the data we have, but that certainly has made a difference in regards to um the the um Orton Gillingham curriculum that is being used and all of our stu our teachers have been trained extensively in that curriculum. It really does um provide explicit instruction for our students in in letters, letter sounds, um uh different uh parts of words in in reading and
062decoding >> and math was also a change with a new curriculum. >> Yep. We are in our um second full year of implementation. It's a little I I believe it would show an impact with our new um curriculum. It's a little early um because sometimes we do see an implementation dip when we introduce a new resource but uh over time we will continue hopefully continue to see that growth. >> Yeah. Just for everybody's sake when I was in school at Hamilton Orton Gillingham was a no no. You do not talk about that curriculum. Phonics was also out >> that pendulum has really swung back Jim. >> Yeah. >> Back and forth questions. more questions about kindergarten. >> Go ahead. >> Okay, moving on to first grade. This is where we um and I will explain
063how it it is very hard to compare this year's data data with last year or the year before with I Ready. We were measuring against against the end ofear benchmark. So not um against a a benchmark that was moving over time to see if this they were proficient in the fall winter but really measuring towards the end of the year. So for our first grade reading early literacy you will notice that we had growth in almost all of our reference group. We had growth overall from 63.3% to 72% in the um winter and showed growth in all but one of our subgroups or reference groups. For math, we had showed significant growth in all of our first grade. um we went from 41.1% to 74.9% and some of our subgroup or our reference groups more
064than doubled. So that was exciting to see. I'm [clears throat] hoping that we continue to see this. So it is a reference to our curricular choice and and um and the professional development that has gone alongside that resource, but some more time will tell. Moving on to second grade. um reading you will notice our proficiency level in the fall was 55.4% and in winter now it is 68.2%. So we're seeing growth and there is shown there's growth shown in each one of those reference groups. Moving on to second grade math. Here we have slight growth with 44.9 to 50% growth. still worth a celebration. But multiple areas in which I'm watching, one area that we um dipped backwards in our percent of proficiency and uh multiple four areas that we are very close um to
065the percent of proficiency in the fall. >> I think it's worth noting that second grade is where math starts to get hard, too. They're working they're working with with much less more abstractions and and different kinds of concepts. So, yeah. for third grade um reading we um our percentage stayed the exact same was 63.7%. Notice the only difference is we had 242% or 242 proficient students in the fall and 245. So we had additional um students tested um that would have joined our district in the winter. Um I will I've noted two uh reference groups below that also dipped um slightly below their proficiency and a few that have um raised their proficiency more than um the district average. And for math >> are there changes go it seems like all the other areas have
066been kind of improving. This one seems to kind of be at a stalemate. Is there anything in particular that's going on or it's just this year or we don't have trend data to look at. So it's hard to compare from this year last year to this year. I would say there is a it's a slower grow slower growth rate at in second grade just based on their honing in on the skills versus learning a lot of new skills. and then we add some more um complex complexities when it comes to math. So, both they're they're still learning and growing. It's just a little bit different than that exciting light bulb going off in first grade or kindergarten that they're learning to read. So, it's a slower grow um and really just honing in on those
067skills as they continue to um move into third grade. >> Is there any change in the curriculum for reading for third grade? >> There has not been any recent change. Um the OG has been in place. We uh the the newest change for curriculum in third through fifth grade has been our writing which would not show through this this report. And then moving into third grade math, we showed growth from 49.2% to 55.6% 6% with um a Hispanic reference group staying the same as well as our students with disability um relatively is the same as the same number of students that are proficient but we had a we gained one student in that subgroup over the over the um few months that took place. Any questions on that data? >> Um kind of looking kindergarten
068through third grade at this point. I think it's it's worth pointing out that across most of our our in in most of the measurements across most of our reference groups um there are still some significant differences uh uh you know tied to demographics and I know our our goal is that outcomes in our district are not tied to demographics right um and at the same time to tell a little more complex narrative from what I'm seeing in in the data. Some of those reference groups, you'll notice, are also experiencing huge growth between between terms, right? And hopefully those gains kind of continue to be realized and and in fact compounded. But it's it's it's good to look at the early data and and to understand how I mean the the achievement gap as it exists
069in in the news and in the public narrative, right, is a is a real big problem, but to like really hone in on what does that look like in a district. This is really useful, but it's a lot of data to parse. So, thank you also for for taking the time to do it. So, and we're really excited by the growth we've seen from fall to winter across many different areas, many different groups of students. Really speaks to the uh quality of the universal instruction going on every day in classrooms by our teachers as well as the interventions we're providing for those that uh need more help. Um we hope to see that growth continue for spring. Um knowing that things don't happen linearly. You know, it's often a roller coaster on your way to
070success. So >> I would like to add that um and just shout out Christy Arns who does organize most of this data for us um and we sit down and work together and work through it. You will not notice that um at the end of the data you'll see a few more pages. This is where we are um at the request of many conversations standing up here going to be starting our cohort data. Jim, I appreciate that smile. This is not um this is not new data. This is what I just shared a few minutes ago, but you will notice that it is laid out and set to go as we continue to roll these kindergarteners to first grade so we can continue to look at that cohort data. >> Thank you. Important that they
071at least continue on at that percentage >> and this is a this is a um an assessment that we you know give multiple times a year as well as every year. We're hoping that that will continue based on um state state requirements. Um, but we look forward to sharing that cohort data in the future. >> Y, thank you. >> Any other questions? >> Okay, we will then move on to referendum construction plan update. >> I've got the expert here, Mr. Levina tonight, so I'm going to seed my time to him, >> but only five minutes. [laughter] expert. Oh, that's interesting. But, um, the weather is cooperating a little bit now. So, we're going to see some movement. If we look at State Road School, you'll see over the next uh 7 to 10 days, we
072hope to finish up all the underground uh mechanical, electrical, and plumbing. Uh, so we we hope to finish that. Um, next, we're working still on masonary walls. You'll see us starting uh in the gymnasium, the east wall. You'll see that starting here this next week. And then additional to that for the classroom edition that we're doing, you'll start to see the joist and the decking going in. And so that will happen over the next couple of weeks. Once that happens, we can start pouring the slab over that and start the second story of the addition. So, uh, really progressing nicely. So, if the weather holds out for us, uh, we're right on schedule. So, you'll see those things happening at Hogan. I don't know if you've been by Hogan uh lately. Um but if by
073the end of the week, I think most of it will be down. In fact, the only portion that's standing, the superintendent's old office is gone, the business office, the only piece that's standing right now. And so, uh going quickly there. And so, we hope to have that that down by the end of the week. And then what you'll see there is they're they're kind of isolating the different materials. So, we're recycling everything that we possibly can. And I know the the superintendent shared with you some of the the data that we got from Habitat for Humanity. We're excited. It surpassed what we thought would happen. So that's exciting. And so we're really looking at groundbreaking for the new school to happen that first week of March. And so you'll hear more of that as we
074move forward. And with that, I'll open up for any questions. >> For public information, do you want to share um the benefit to habitat and the amount that we save from um landfill? Yeah, that was >> I've got the specifics. >> Yeah. Yeah. >> Um uh we were able to the the Habitat for Humanity came in and removed materials from our building. Um they were sold in their restore raising an estimated $54,795 and diverting roughly 82,193 pounds from the landfill. So, uh, huge, uh, asset to our community in raising funds for those who need housing the most and, uh, keeping things out of the landfill and being repurposed in our community. >> Yeah. In talking to Habitat, as things were getting to the store, they were flying out the back end. So, that was exciting
075to see. Yeah. >> I know that there's been some public comment about, you know, the waste of tearing down a building. So, it's important that we share um how we've been um purposeful in making sure those what we can reuse is being reused. >> Yeah. And we'll be recycling these materials too. And I'll try to bring that forth that data too uh when Girky's done doing the job. >> Thank you. >> Okay. Thank you. >> And groundbreaking will be early March. >> Early March. >> Exciting news. All right. then go on to announcements and we will start with our student representatives to the board and you want to start. >> Uh I'll start. Um I'm Joe, by the way. >> Joe, I'm sorry. I read the names in order here. >> Sorry. Um uh one
076thing of note is that our school's National Honor Society is planning on volunteering at Pizza Ranch one weekend. It's to raise money for our NHS and for the school in general. Um, a date has not been picked out yet, but it should be uh coming up this month on like a Saturday or Sunday. >> Yeah, let us know when that is if we can support you. >> Yeah, of course. Um, and I think that's it. >> Thank you, Joe. Sorry. >> Um, I'll open with the fact that Hooser Hope was incredibly successful. I don't have uh the data in front of me. I'll try to bring it next month. Wow. Um but it was a lot of fun. We had some really fun games and it was just a great time. Uh powerlifting at Hullman,
077both men's and women's took first, which was a big weight off our chest. Um I got [laughter] >> I know I'm so funny. I'm so funny. Um, totally intentional, but [laughter] no, I I got to coach and work with our team and it's it's always a great time. Our lifters did great. I think we had three or four lifters qualify for state at this meet and then February 21st is the Arcadia meet which is typically seen as a last chance to qualify for state. Um, show choir on Saturday, I can't remember the name of the city to save my life. They had a competition. We took sixth out of 18th. uh 18, but I was well known to have incredibly uh competitive programs. So, we did really well. Super proud of them. And then there
078was a blood drive held here at Central this past Friday. Um I donated as well as a bunch of my friends um that had some uh volunteers from Central as though I can't remember if it was HSA or Health Science Academy or if it was NHS. I think it's NHS. Thank you for your reports. It's always good to hear from what's going on in with the students and how um we can connect with them. Uh we'll then move on to announcements from Dr. Garcia regarding the Lacrosse Public Education Foundation. >> Nothing new from LPF since last week. [laughter] >> It's been a week. I mean, come on. >> Uh [clears throat] Mr. Albert's uh city school consortium. Any updates? Um yeah, we had our our first meeting as a committee. Um it was more of
079an informational kind of getting everybody caught up with things that we've been discussing. Um we [clears throat] talked about location. Um kind of just an overall uh need for uh a swimming pool indoor outdoor kind of just kind of got some of the new committee members um talking about it. So, it was a good start to uh this process. >> Thank you. Um for my announcements, um the meeting that would typically be held in two weeks is cancelled. Um so enjoy your winter break because when you get back in March, we got a lot to do. >> It'll still be winter. >> It'll still be [laughter] winter according to the groundhog. Um we've got some linkages uh coming up um uh in March 12th with the community serving youth serving organizations at 10 a.m. virtual.
080Uh on the 16th of March, there's a linkage with the cultural community partners at 5:00 pm at the nature place. And April 20th is a linkage with comm community cultural community partners uh focused group at 5:00 pm at the nature center. Um, also at your desks you have a little sheet like this. Make sure you fill this out. So, and get this to Laura because she needs to start getting some dates for linkages with students. Um, we need representatives at these linkages. Um, Northwoods first grade uh IB expo is on February 26th from 5:30 to 6:30. You may have gotten an email on that. Um, so that put that on your calendars. And um again the I just really want to emphasize the linkages. Look at those, see how you can attend those. It's really
081important we have good board representation at them. Uh the last thing I want to mention is um Dr. Garcia, Dr. Craig and I uh took up uh invitation from Hamilton Elementary to visit them last week for um uh school board appreciation month. So, it's nice to be appreciated. Um, and so they all gave us some posters. Here's mine that I got. Um, you should have some at your areas where you were sitting. Um, so that's why you have those. And the students all signed them. And it was, um, they gave out donuts and they said, "Donut, forget you make the whole district dozens of times better than the rest." So, I thought that was very clever. The students were very creative. I've got cell phones on some donuts here and one that looks like a
082strawberry. So, they're in a Halloween one. Um, it was a great experience visiting the school. Um, and they were so uh it uh it was a humbling experience because uh I was introduced as so they bring me in and they go this is Miss Suka. She is the president and the kids went [laughter] and they said of school board they went oh. So, um it was a humbling experience but um kids keep it real. I would highly suggest that everybody start their day for 30 minutes playing marble track with with kindergarteners. [laughter] So, shout out to my my new friends Sebastian, Jonas, Iggy, Remy, Kinsley, and Mrs. Freed's whole class. So, it's pretty great. So, >> I got to visit Miss Grace's first um kindergarten, no first grade class. I went into a kindergarten class
083for part of it, too, but they had a substitute teacher. So, I went to Miss Grace's first grade class and um we were practicing red words and using sort of like haptics to learn and they start class with a little dance where they're mirroring movements on the screen to sort of like transition from the hallway into the classroom. It was really good. It was I got to go to um Michelle's second uh or third grade classroom and then to a fourth grade math and watched I also got to watch um some soda kids in the gym. So I got I got the whole scoops. It was pretty cool. So just want to say thank you to the um Hamilton staff for making us feel so welcome and for the donuts. They were pretty good. >>
084Donut was really nice, too. [laughter] >> So um they did send uh flyers for those of you who couldn't make it. So that's why you have some in front of you. Um then I'll turn over to Dr. Engel for his announcements. >> Um February is Black History Month. Uh great opportunity to celebrate um uh African-Americans who've made a difference both in our country and locally. And we have a number of folks to celebrate uh here. And so it's nice to be able to do that and create a connection with our students. It's also career and technical education month. And so celebrating pathways to careers. Uh there'll be focuses on both of those things throughout this month at all of our schools. The 2nd through the 6th is National School Counseling Week. Uh I'd like to
085thank the great work that our school counselors do every day to support our students through mental health challenges, through career navigation, through social emotional learning, and everything else that could possibly go on in a school. Our school counselors are there. So thanks to them. [snorts] And then February 15th is National School Resource Officers Appreciation Day. We have four amazing SRO's in our school district. Um at the uh state education convention, I was talking to some other school districts and they were saying that SRO's are assigned often based on the last person hired or it's a tour of duty that you have to survive for a year before you can go back to patrol. Here in Lacrosse, that is absolutely not the case. It's a competitive interview. we get some of the best and brightest and
086uh many end up leaving the SRO role because they get promoted into new positions. Uh it's a pathway to leadership here in Lacrosse. And so uh thankful for our school resource officers. Um just a couple other things I'd like to highlight. Uh I was over at uh Soda 1 the other day and uh [clears throat] uh the teacher there uh uh Miss Ericson was using an iPad and she had uh recorded all of the questions to her test so that students that had difficulty reading were able to hear her read the math questions aloud so they could still do the math problems. Uh so as an assistive support speaks to the possibilities that um uh our technology can provide. Sometimes there's lots of, you know, bad things that we don't want kids getting involved in,
087but there are positive things for accessibility that really make a difference in kids' lives. And so, I thought that was just a really neat thing she did. She took that extra time to make a difference, and those kids were able to access that test in a way they wouldn't have been able to otherwise. Um, the band extravaganza was last week, Tuesday, at the Lacrosse Center. We had 600 band students in grades 6 through 12. Uh, incredible performance. Uh and uh if you don't get if you ever get a chance to see uh either the band extravaganza or the lacrosse strings, a great opportunity to see music in action here in lacrosse and it's just amazing to see all those kids that are interested and involved uh in the arts in that way. And then lastly,
088um we have a naming survey out there. Um, we have a process in place uh to consider the name for uh the uh Hogan site building that will be put up as well as to uh consider the name for the State Road Elementary with the addition and the this will allow us to bring our two uh um school communities together to create a shared identity. Uh the existing name for those sites will be on the uh table along with three other names that the committees put forward. Uh but we're asking the committee to reach out and submit their names and interests uh through a survey that will be open through February 12th. We've already gotten some really neat uh ideas that were sent our way and really excited to see what our community, our students,
089and our staff come up with. >> And those are my comments. >> We'll then move on to agenda planning for the March 2nd board meeting. And uh if there's any uh no discussion, we look for a motion to approve. >> Yes. I uh would like to consider adding an information item to the next meeting. Um I want to talk about ICE. I have been hearing quite a lot um from parents now. I know that some communication has gone out from district administration to the staff at all levels which is great. Um but I think that there is a a need for some leadership in that space and some just through better understanding of what the staff um have been instructed and and some reassurance in that way as we hear about you know schools in
090the Minneapolis area where 50% of the of their kids are not showing up out of fear and recognizing that we are not Minneapolis. We have different structure, different demographics certainly. Um, but I think that to just to help help the community understand uh that this is something that is on our mind. I think I would appreciate having that on there. >> That's a motion to add that item. >> Second. >> So moved. >> Second. Any discussion. >> All those in favor signify by saying I. >> I. I. >> Those opposed. >> So this is just to be clear. it it's information about the staff instruction regarding >> uh I'll I'll leave it to Dr. Angel. We've had a couple of conversations uh I think reiterating for the public what the instruction has been for the
091staff. Um some some better understanding of you know our our legal obligations and what our general practices are around school safety and security. Um I would I would leave it to your discretion to think of anything that you think might be helpful in that conversation. Absolutely. Uh yeah, it'll be a month from now. So it'll be different landscape likely as well. So we'll be able to give updates to >> um I said all those in favor. I didn't say anyone opposed. Okay, motion carries. Um so with that addition, then we would look for a motion to approve the uh agenda planning um for the March 2nd, 2026 board of education meeting. like make motion to approve the March 2nd, 2026 board of education agenda as amended. >> Seconded. >> Motion second. All those in favor
092of the motion signify by saying I. >> I. >> Those opposed. Motion carries. For debriefing. Um Mr. Bagneski. >> Well, this was a little hard to evaluate. There wasn't a lot of discussion. A lot of it we refer to as sit and get but the information we got was good and it was well delivered. So overall good meeting. Okay with that any other discussion on for debriefing then this meeting is adjourned and we will move into a workshop. I don't know if anybody needs a break.