001Approve the agenda as submitted unless there is a motion to amend. >> I'll make a motion to approve the agenda as presented. >> Second. >> Okay, we have a motion and a second. Any discussion? Roll call, please. >> Mr. >> Yes. >> Miss. >> Dr. Garcia. >> Hi. >> Mr. Jackson. >> Hi. >> Mr. Ma. >> Hi. >> Dr. Sprag. I >> Miss Sucla >> I motion carries. We have no public speakers this evening. Um our school showcase was the planetarium and uh did a wonderful job. Uh what a wonderful resource in our community. Um so that when I appreciate staff who who made that presentation happen. We'll then move on to the superintendent's consent agenda. The consent agenda. Superintendent's consent agenda is a mechanism used by the board to deal with routine business that
002must come before the body. Are there any items that the members want to remove from the superintendent's consent agenda? >> I do have a question. >> Okay, go ahead. >> No, I just had more so questions about the um the categorical special education teachers assistant positions available. It seems as if we um lost quite a few right there. And this is something that's been talked a lot for retention. So I'm just I'm curious just to hear more about if there's something going on or if there's a plan for the district to recover those special education teachers. >> Yeah, those uh vacancies for TA positions have been ongoing. It's an area where it's very difficult to recruit and retain folks. Um and it's u often a challenging job. Uh and so it's got to be a
003good fit as well. and we've had more need than we have had applicants for for quite a while, at least the six years that I've been here. So, that's been a everpresent recruiting challenge that we uh keep working at. Uh we've looked at wages and benefits as options over the years and and slowly uh made things better. Uh but it continues to be a shortage area not only for our school district, but for for every school district in the area. >> Mr. Beeski. >> Uh my question was on uh Garrick Fischer at Northwoods, the increase in days in his contract. Uh was it always 260, but he was taking 220? I just like some insight into that. >> Yeah, he was on a 220 contract, but also doing special educ or um summer school as
004a stipen. uh we're doing summer school differently now and he's moving to a 260 contract but uh working specifically with international balora curriculum at Northwoods and so he's going to have time and energy to be able to devote to that effort and we'll be able to focus um on summer school in a different way uh and so that will be a real advantage for moving the needle on our curriculum at Northwoods. >> Thank you. There is a retirement we noticed on here. Uh Miss Spring's going to leave some big shoes to fill next year. Um we'll have lots of time to celebrate all your service you've done to the district, but I didn't want to go past this without mentioning um all the work you've done and how much we appreciate it. So, um any
005further questions? Otherwise, I look for a motion to approve the superintendent's consent agenda. >> I'll move to approve the superintendent's consent agenda as presented. >> Second. Okay. Motion to second to approve the superintendent's consent agenda. Any further discussion? >> Roll call, please. >> Mr. Beeski, >> yes. >> Miss Cooks, >> Dr. Garcia, >> I. >> Mr. Jackson, >> I. >> Mr. Ma, >> I. >> Dr. Sprag, >> I. >> Miss Zukl, >> I. >> Motion carries. 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. Um, we have here the January 5th, 2026 minutes. Um, there Garcia. >> Hi, >> Mr. Jackson. >> Hi, >> Mr. Banko. >> I >> Dr. Sprag. >> Hi, >> Miss
006Sucla. >> I We'll then go on to matters reserved for board action. Uh, first item being open enrollment vacancies. And I will turn that over to Dr. Engel. Um, we have not asked for any open enrollment restrictions for general education in 4K through 12. Uh, in two areas of special education, we have difficulty serving our own uh students that attend right now. And so accepting open enrollment for those areas uh would be a detriment to all involved. And so we're asking for limitations uh zero seats available for American Sign Language uh educational interpreting services and speech and language services >> and this is um an item that is uh statutoily required of us. Um so are there any questions? Um first Dr. spring. >> How many ASL educators do we have currently? >> Two or
007three. >> It's two or three. And then there's the the folks. Yeah. They're assigned often to a kid or a couple of kids in a in a school and um provide access to general education curriculum through interpretation. very specialized uh field, very difficult to find people. They command solid wages and so uh anytime like a single student almost requires another person. It's almost a onetoone. So very difficult to support well and we want to make sure that we're supporting our kids as well as we can. And of course, if somebody moves into our school district, we will be obligated to find a way, which we absolutely will, but in terms of the option to open enroll, we would limit in that case. >> Mr. Beeski, >> um, and any other grade regular ed staff or
008students, if they attempted to enroll in the school district across from audit district, we would take them. That's what all those blanks mean, right? >> That is correct. Yep. No caps on u general education 4K through 12 and no caps on special education other than those two areas indicated. >> Okay. Any further discussion as I look for a motion to approve the um >> open enrollment recommendations. I'll make a motion to approve the 2026 2027 open enrollment uh recommendations as presented. >> Second. Okay. >> Motion in a second. Any further discussion? >> Roll call, please. >> Mr. Beoski, >> I. >> Miss Fuks. >> I. >> Dr. Garcia. >> I. >> Mr. Jackson. >> Hi. >> Mr. Ma. >> I. >> Dr. Sprag. >> Hi. >> Miss Zucla. >> I. >> Okay. Motion carries. We'll
009then move on to operational expectation monitoring report OEE4 personnel administration and it says here that administration does not have any recommended changes for the monitoring report going forward. So we would look for a motion to approve the monitoring report um without any changes. I'll make a motion to accept the OE4 personnel administration monitoring report template as currently stands. >> Second. >> Motion to second. Any discussion on this? >> Roll call again. >> Mr. Beeski. >> I. >> Miss Fuks. >> Hi. >> Dr. Garcia. >> I. >> Mr. Jackson. >> Hi. >> Mr. Ma. >> I. >> Dr. Sprag. >> I. >> Miss Sla. >> I. Motion carries. >> Good. Move on to results. Monitoring report R3 involves citizenship and the proposed changes there based on our changes in language. Correct. >> That is correct. Um
010the school board approved a new policy based on our portrait of a graduate language. Thank you to Dr. Sprag for uh writing up that uh policy and um that necessitated a a rethinking of our monitoring report. And so, um, uh, Miss Huth and, uh, a couple others and I work together on this report, and Miss Huth will explain, uh, our new proposed, uh, indicators, and these are certainly open to comment and feedback as we move forward. We, uh, did our best, uh, with what, uh, we thought we could, uh, consistently provide for the board without burdensome requirements on our our staff and our teachers. Uh, and excited for your feedback. Thank you. Um to add on to what Dr. Engel shared, we also did uh reach out to our district leadership team and ask for
011other ideas based on the portrait of a graduate as we had many of our staff that were part of that conversation. So tonight I'm here to present the proposed changes for results monitoring three involve citizenship which specifically states students will demonstrate social and cultural competency necessary to participate as contributing citizens in diverse global communities. Um, as referenced, we are using the portrait of the graduate work that was presented to the board um, in fall of 2025. Specific specifically, it states um, students will number one be future ready, equipped with essential life skills, financial techn financial and technological literacy, and the ability to successfully navigate all aspects of life. With um, number one, students will be future ready. Our first indicator would be students taking uh the required high school personal finance course will demonstrate a
012reasonable level of proficiency and indicator two would be students taking the required health course self-awareness will demonstrate a reasonable level of proficiency. The second um area or uh 3.2 Two would be be engaged citizens, connected and connected, engaged and responsible citizens who actively contribute to and strengthen their local and global communities. Our indicators for 3.2 would be the percent of students participating in extracurricular activities will demonstrate reasonable participation or growth. Indicator two would be the percent of students passing the high school civics exam by graduation. And indicator three being the percent of students that are chronically absent will show improvement. >> Dr. Sprag, >> um I appreciate a couple of things about the way these first two are written. Um I think that if you if you talk to well if you go on the
013internet at all, you see you see the meme about uh you know learning uh learning how to calculate the area of a parallelogram really comes in helpful. this parallelogram season whereas teaching about how to fill out your tax returns and things has a certain pragmatic flavor to it. I like the um the requirement or or the measuring of students taking the required personal finance course and hoping to see a reasonable level of proficiency. As with all of our results policies, that that word reasonable and the the squishiness that's in there for us, I think is going to be interesting when we start seeing the the first report on this a year from year from now, more or less. Um, in R2, um, I I I like the idea of of, you know, just measuring the
014raw numbers of students who are participating in extracurricular activities because we know in higher education and in in primary education that participation in in an extracurricular is a primary indicator of of broader success. So, I think that's really good. But then the the indicator 2 language, the percent of students passing the high school civics exam by graduation that there there's not a qualifier attached to that one. It's just what is the percentage and we will decide on a year-by-year basis whether we find that reasonable or not. >> As uh Miss Huth and I reviewed these, there were some where maybe they were incomplete sentences. It's a requirement to pass by graduation. it should be nearly 100%. Uh, and so I mean that's one where we debated whether to even include it, but it does indicate,
015you know, to the public and to the board that our students understand the basics of civics and have demonstrated that they could pass a immigration test, right, for the the United States. >> I think I think that's really good because I mean I don't know the degree to which people in the general public are aware of the state civics exam. Um, I see it on transcripts every day at the university, right? So, that's important. Uh, having it in there, if it is not one of those things since we're collecting that anyway, it's not burdensome to report it. It gives us one more thing to to look at and and understand the whole picture of what's going on. So, >> we can probably tighten up that language so it sounds better though to your point, >>
016Mr. Begneski. Uh in number one there it says the percent of students participate in extracurricular activities. It does that include club activities? >> Yes, >> that would include all activities. Yep. Club. Um >> and I'm not I'm not aware of the civics exam. Is that a state test that's given every year? >> It is a required state um statute that all of our we start as a sophomore. They have opportunities from sophomore to their senior year to to pass the civics exam. Um, and it's required for graduation. >> And what's our passing rate over the last couple years? Do you have any idea? >> I'm sure it's in the high 90 if not 100% because >> 99 to 100%. >> Yeah. >> Okay. Thank you. >> Yep. We It's one of those tests where we
017work with our students until they're capable of passing it. It's the best way to approach public education. >> Are they Are students limited in the number of attempts they have? I don't think so. >> They are not. >> Yeah. >> And our social studies um staff support world or our um social study staff uh facilitate that test. >> Moving on to 3.3 students will be effective communicators. Indicator one, which explicitly is communicate effectively, resolve conflicts respectfully, and foster positive interpersonal relationships. Indicator one, the percent of students earning a three or higher on the English language arts speaking and listening standard. So with that, we will identify a specific speaking and listening standard um within um a cross-section of courses. let's if it's an ELA course that all of our students take and we will pull
018the data from that specific standard as we often do with uh standardsbased learning and um report out on that and that is very with the work um with proficiency scales um we have more evidence of just the consist consistency of what a three means what a two means with use of that proficiency scale indicator two the student climate survey questions I get along with other students and students treat each other well will show improvement. 3 point >> Jim did you have a question? >> Well and is that go out on a survey? >> The student climate survey goes out. Yes. >> Um to all of our students six >> at least 6 through 12. >> Yes. So, how does how does indicator 2 translate into communi good communication? Because that seems to me and the
019definition of the terms there's the resolve conflicts respectfully and foster positive interpersonal relationships. And so, while it on the surface it doesn't necessarily relate to be effective communicators, as the the the committee that had defined that and as um Dr. Sprag wrote the the policy. It seemed to fit in there with those kind of latter two elements of the the definition. So that's how we interpreted as we were trying to identify good sources of evidence. >> I wouldn't say I wrote it more than I reformatted what came out of the the group session. So >> but thanks for the kudos. >> Absolutely. >> Moving on to 3.4. be students of character, compassionate, inclusive, self-aware individuals who act with integrity and consistently strive to do their best with resilience and perseverance. Our indicator one is the
020percent of students who have two or more office disciplinary refer referrals will improve. And indicator two, the percent of high school students who indicate they are consistently engaged in their learning. So referrals is something we track for our PBIS behavior and we expect most students to developmentally have an incident or two throughout uh their school years. Uh but we have noticed that there's a significant difference between one and two >> and so that's something that we can track easily there. Uh and then we have a student survey where we get questions on self-reporting engagement >> on on that second indicator. I I think self-reporting engagement is important but like with with many surveys self reporting of a certain characteristic or disposition or habit is often different than what what you might call a more objective
021measure. And I wonder if there's an additional data point that connects with the self-reporting so that we can I don't know I can't imagine what it would be but that's >> I have an example. We have our habits of mind for our six our grades 6 through 12 and that is where our teachers identify work habits which also does include engagement. So it is something we could look at with our report cards and habits of mind. I'd be interested in seeing something like that to kind of triangulate that that concept of engagement a little bit. >> I will take note. My question is um to the students here and I don't know if you have this pulled up but um how would we you're the students how would we assess if you are students of
022character if you are compassionate inclusive self-aware acting with integrity consistently striving to do your best with like do you are there are like you know the kids who are doing that and those who aren't like how would how do you have any thoughts on any of these like you know what tests you're given you know what surveys you're given you you know how students are behaving. I'd love to hear your thoughts on any of this. Maybe I'm asking too big of a question, but >> um forgot. >> Um >> sure. So the thing is it's really hard to measure that with like concrete data because a lot of it is just like you're on the ground, you're having conversations with people and you can just kind of tell if they're good people or not. So,
023like the self-reporting is great, but then having the evidence for the self-reporting being staff's opinion on it, I think it can lead to a disconnect because a peer-to-peer relationship can be far better than a peer-to-p student based on whether or not that student particularly enjoys that teacher's teaching style or things like that. So your relationship with a staff member can be wildly different than how you interact with everyone else, whether that be siblings, parents, friends, anything of the likes. Like, and there's no great way to get around that, which is why I'm like, yeah, I mean, this is like it's a good example of it, and it's a solid piece of evidence to have the staff reporting. I just wish there was a better way to include all of it. Um I'm actually gonna disagree
024with one thing you said. Um is that especially at PY we have very like it's a very small school. So us students are able to actually like understand and like see how the teachers are viewing things and then they actually take our feedback into like how they teach. And so I think that like we're able to build those better um relationships and like they can see how our character is especially like between our friend groups and everything. Mr. Beeski >> in indicator one there it says the percentage students have two or more offic disciplinary referrals. Is this just from one grade level? >> We can actually pull that information for students from all the way from kindergarten all the way up to 12th grade. >> I know. But if a kid has a bad year,
025he gets doesn't he have a makeup time or something? He's on detention or something or probation and then he gets off. >> Well, the Yes. Um and we have students that mature over time. I can specific examples of kindergarten and first grade where we have high levels. We have some higher levels of behavior um behaviors that pop up there and by the time they get to second, third, fourth, fifth grade, those behaviors have um significantly reduced. Right? So a level of learning, a level of maturity. Um and and so if we look at the the wide scope of K through 12 by, you know, running information we already have, we can overall see whether it's improving or not. And that is a reflection of what the practices we have in place in all of our
026schools um in regards to PBIS and other interventions that may be needed for behavior um management skills and teaching. And I think for indicator two, I see that in our evidence, we put down report card habits of mind indicating we were already thinking about teacher reporting. Uh but I think initially our thoughts were around self-reporting, you know, and there's two different types of self-reporting, too. When you activate people to think about themselves, they're a little more positive. When you activate students to think about others, they're usually pretty spot-on, you know. So, uh there's maybe a couple different ways we could approach that. We could have changed the indicator to be a little more generic in uh in being engaged in their learning and then have multiple sources of evidence self-reporting of themselves of others and
027teachers reporting of individuals to kind of get a better sense triangulating kind of where the reality lies. >> The wording of those questions is going to have to be pretty anytime you take a survey depending on how it's delivered that questions delivered to you. >> Um you can really shade the way that that person answer. So, I think we'd want to just understand what that question looked like. But two, I mean, is there going to be a handicap? We're all Midwesterners and none of us are super like positive about ourselves a lot of times. So, is there a handicap there for us or >> a Midwest humility? >> Yeah. >> Um, waiting >> three or above? >> Yeah. and the that depending on the questions we use we have some historical data and so oftentimes
028like there's not an objective standard but that comparison from year to year is helpful but I agree Midwest nice to ourselves >> I do think I mean character is tough right because I always like the definition of character is the is how you act when no one's looking right and so how do you how do you measure that and I think there's something to also So trying trying to have data that that understands the devel developmental stages that students are going through and that character in a fourth grader looks different than what you expect character from a senior, right? And how do we um yeah, how how do we maybe try to break that out? How do we get more fine grained? >> But that could go really really in the weeds, too. And what
029are we what are we as the board looking for out of this? I'm also equally as as weary of just having like quantifiable like you know between one and three absences is a sign of good character. That's you know there's lots of reasons why that could not be the case. >> Yeah. I think we're looking for readily measurable broad indicators of the right thing. You know this isn't like highly specific and super accurate. We're not like judging. We're not weighing their souls on a scale right? you know, we're trying to get at the idea that kids are doing the right thing. They're treating each other well. They're attending. They're engaged. You know, in attempting to measure these portrait of a graduate um measures, like we're pretty ambitious, I believe, you know, and so um some
030of these will be close but not perfect. And we're just trying to find stuff that's good enough and gives us a good sense of where we're headed, you know, over time. I think too like I mean to your point we're not like individually stamping students as great citizens or not for this data. We're looking I mean and to Jim's question about what if you have two referrals in a year, >> right? >> Like next year your next year teacher is not going to look at that data and make judgments about you, right? It's not at the level of the individual student. It's the aggregate to see if we're trending in the right direction to have fewer absences, fewer referrals, higher pass rates, right? And it's not about an individual students performance or judging that, but
031more about the aggregate movement of the district, if that makes sense. >> It's kind of looking at it from that 30,000 foot view. >> It's a difference in a teachers perspective and an administrative perspective, right? because the teachers are face to face with the students and that interaction around >> uh whether you're a good person or not or you know a strong civic participant >> can vary from teacher to teacher. >> I'm just reflecting on the work we did as the visioning group and really what the public's telling us they want and how do you measure it? I'm >> I'm not sure this is exactly right but you got to start somewhere. There's entire fields devoted to how to do this and they're not resolved. >> Yeah. >> On a way to do it. >>
032Um and so I just reflect on what can we tell our community how we're how we're doing. And so um I don't know. I I like it. I'm not like super It it doesn't fit exactly with where I was, but I don't have a >> You're not supposed to make a complaint if you don't have a solution. So I don't have the solution. I think the the conversation here and how you feel uh Miss Sukla is exactly how Carrie and I felt as we spent multiple hours trying to like identify things that weren't burdensome to staff but kind of captured the sentiment that we were looking for. Uh so it's just that balance of trying to find the right things and this is where we're at and happy to take feedback and I suspect we
033could probably once we get through this table this and we'll clean it up a little bit for the next meeting. But um I think we've got something close. >> Okay, I want to keep going. >> Um uh 3.5 be critical thinkers. Think critically, analyze information thoughtfully and solve problems with creativity and reasoned judgment. The two indicators we have identified here is indicator one, percent of students earning a 3.0 GPA or higher. Indicator two, percent of students earning a three or higher on the science standard which we will identify around data analysis skills. Just one quibble with the definition of terms is that it's tautological to be a critical thinker will mean you'll think critically in the first part. >> Are you talking about the definition terms? Yeah, >> I'd like to thank the person who
034wrote the >> I did not I reformatted from the disc goes unpunished. >> Noted. Noted. Uh >> I think we could just we could leave that out and say to analyze information thoughtfully creativity and reason critical thinking is notoriously hard to define and pin down. >> Absolutely. Yes, we can make that adjustment and take out that first part to not be repetitive. >> And even like the 3.0 GPA, you know, that's a tough measure, but we know that if generally you're receiving a Bish in our schools, you're reaching that kind of Bloom's taxonomy level of critical thinking. And so if you've averaged a B in a class, you're reaching the critical level thinking for our student for our teachers regardless of the content that you're pursuing. And so that was our rationale behind that. Is
035it perfect? No. But if more and more kids are reaching that level of critical thinking in a classroom, generally speaking. Uh and then we paired that with a more specific skill in in our science courses. And every kid takes science courses. So we'll be able to look at that across biology and physical science and chemistry and and data analysis skills is a common standard across all those courses. So we'll be able to kind of pull that out from each one and see where kids are at. How many science credits are required to graduate high school? >> Three required for graduation. >> Okay. So, if someone doesn't take that fourth science credit, >> does that skew the data? >> It'll just be of the science courses taken. >> So, take Okay. >> I wonder if >>
036Good question. >> With as as we get further down the standardsbased grading journey that we're on as well that this measure of a 3.0 I know will be really interesting because at least theoretically and maybe ideally standardsbased grading will have less um non-learningbased like great like extra credit for clapping out the erasers and things like that, right? Things that are behavioral or more classroom management focused rather than learning focused assessments. And so that 3.0 ideally again becomes a better measure. And ideally, again, it would be a specific proficiency scale related to that data analys analysis skill that connects within that specific science class, which also could be down all the way to sixth grade and looking up >> and maybe even lower, >> not just high school. >> On the uh indicator 2, is it
037that feels like a really like data analytics conversation for critical thinking? That's what you're tying it to. Is there and this is I'm asking this as a question for people who are smarter than me in the room because there's a lot. Um, are there other because you know I was a strong science and math person but my English was softer, right? So, but there and there's converses of that. >> So, I'm just asking should we tie a sec like a third indicator to >> a humanities indicator? >> Correct. Like I just feel like that that might show a broader picture. >> But again, I don't know if that's the right call. So just asking that question is that >> our social studies might be an area >> is an area that we discussed while coming
038up with these indicators as well. >> There's opportunities with our new science standards to pull something there. >> Different groups of teachers are at different places in their commonality of standards kind of across the curriculum. And so we just have we noticed science right away like oh this is like this crosses all courses essentially. I don't know if social studies is there yet in terms of like a crosscutting data not data analysis critical thinking standard but that's something we can absolutely look for when we come back uh and see if we can find something there in the language arts >> maybe not even the first year but like just going forward totally still a starting point for us but >> that makes sense >> I think there's some of that in math too >> yeah
039we could easily find something >> I pulled up the I pulled up our curriculum maps and we could pull it from anywhere honestly or multiple places >> and our our goal has to try and touch every content area over the course of our, you know, results. So, you know, we >> got the history exam, we've got the ELA three or better, and here's the science. Yeah. >> Yeah. We'll look at ELA and social studies to see if we can find a good standard that crosscuts there. >> And finally, 3.6 be lifelong learners. curious, adaptable, lifelong learners who actively pursue their full potential through continuous growth. Indicator one, percent of high school seniors who indicated they are able they were able to take classes related to their career interest. And indicator two, percentage of students who
040are on track for academic and career planning. >> What's on track mean? We use a a program um Zillow uh that tracks how students are working through >> Yeah. There's an annual benchmark. They there's a thing that's required each year and we just make sure that they >> can we define that in here what that ontrack means that seem that seems vague to me. >> Sure. >> It it also helps link students with universities as well. >> Yeah. I would I mean >> interesting to I think it's a good indicator. I just it seemed vague the way it's written. >> Totally. Yeah. we can identify with more specificity what that means >> with indicator one. Is that not more of a measure of our district's offerings and opportunities rather than the students? >> Their ability
041to take a class is a is a function of our ability to run a class, right? >> Yes. And I would also say their interest in signing up for that course or their like they would need to actively um you know if it's an art class if it's an engineering class but also sign up for that opportunity we have a wide variety. So um yes the course would also need to run with a certain number of students. I wonder I wonder if another useful measure is enrollment in themies right because they have they have shown great growth which shows interest in pursuing those various areas and I think >> looking at you know the health science academy the instruction academy right and just the continued >> or the apprenticeship programs >> or the apprentichips right
042I mean how how robust those programs are year-over-year seems to me a a useful full data point related to this. >> Those will be very easy to add. >> Yeah, >> I through a totally biased lens, I'll be quite honest, uh think that you apprenticeship is a really great example of that because themies are kind of limited with how many people they can allow in. So like you could be really interested and want to go into healthcare, but they just don't have space or your application wasn't strong enough. And so it's not that you didn't want to do it, it's just that they you couldn't. >> Yeah. >> I think youth apprentichip lets you get into all of those spaces. And so I think that would be a really great measure. >> Yeah. And application
043numbers, I mean, regardless of success rate is a sign of interest as well. >> And we also discussed the possibility of students taking classes, learning, oh, that might not be the field I'm interested in and not going into a certain academy, right? >> Um, so that was where we didn't we kept it more broad because there might be areas they try and decide they're no longer interested. >> Yeah. Are there questions or feedback clarification that is still needed? Um maybe that's already but would an indicator maybe be about the percentage of seniors that are going on to some type of training whether it's military university um community college because it's lifelong learning right >> is there some >> yeah industry training >> would that I I I don't know how you'd write that indicator, but
044that seems to me to tell me more about it than um if they were able to take classes that filled up on them. >> If they're pursuing further >> options, whe through some sort of formalized education, whether it's the military, a two-year, a four-year, an apprenticeship, a registered apprenticeship, >> um maybe specific on the job training, you know. >> Does the senior exit survey cover most of that? It can um we're I think writing it right now, >> Revising it. Our trouble with the senior exit survey to date is that nobody took it. And so our um goal is to get seniors to take it as a pre-graduation requirement. >> It's not this group of seniors fault. Uh >> but we also talked about a time that would be facilitated within the school day that
045these seniors could actually take that exit survey. So, we know that we would have higher numbers or we would certainly hope that we would have higher numbers of um completed surveys if it was done within a certain >> class. It's not for lack of it just wasn't prioritized historically. And so, we would get some numbers back and it would be helpful, but it wasn't universal. And you know, if we're going to start using it for things like this or making decisions around our schools, we would need like a very high rate of completion, you know. So, uh, if that is something that we're we're what's the best time to give it, you know, do we provide time? Is it with a teacher they trust and respect, you know, their home room as opposed to like
046a random large study hall, you know? So, we're just going to try and uh increase its importance internally so that students feel like it's valuable. And if they know it will be used for things in the future to help their fellow classmates in the future be successful, then you might argue that completion of the senior exit survey is a sign of good character. >> Forward thinking, something altruistic for people after you. >> Good point. >> Uh I have a procedural question. So, since we brought up quite a few amendments and changes, do we I mean, >> we table this to >> Yeah, either table it or it will die for lack of a motion and we'll bring it back. >> All right. I would uh I would move to table uh for >> to see
047the changes. >> Nobody wants to second. >> Second. >> Was that a formal? >> I'll second. It was I'll second. >> Move to table. motion to table um until um staff can kind of take this input and kind of bring it back. Um students, if you have a chance to look at this and you have some thoughts, please send some information over to Dr. Engel. I I think your input on this is really key. I um you're the ones we're assessing, so and we're trying to figure out the best way to get this. So, I really your input really means a lot to me. Anyway, well to all of us. Um, okay. Motion to table. Uh, so we don't discuss that. We just go to um, uh, vote on it. So we'll look for a
048roll call vote. >> Mr. Bneski. >> I, >> Miss Hooks. >> Hi, >> Dr. Garcia. >> I, >> Mr. Jackson. >> I, >> Mr. Bank. >> I, >> Dr. Sprag. >> I, >> Miss Zucle, >> I. Motion carries. Um, thank you to staff for listening to our input and um, uh, reworking that and coming back and thank you for giving us something to react to because it's hard to react to a blank page as well. So, u move on to information and we'll start with the quarterly budget report. Okay, so we are at the end of the second quarter, halfway through the year. And as you can uh notice that we only have 19% of our revenue budgets, but we have 40% of expenditures. So that is a reminder of why we have a healthy
049fund balance to cover us during those times. uh so we can pay our bills without shortterm borrowing and having that expense. Um as far as uh the comparison from year to year, we are on track and uh I do not have any concerns with uh either the revenues or the expenditures at this time of year. Uh the two areas of state aid that we received in December are the uh one of the general aid installments and also a special ed categorical aid installment. >> Do you have any questions or concerns? >> Go ahead. >> I guess my only question would be like in 2025 the just the retirement was 24% of the budget and Now at this time it's 37. That's 13% more. Is would there be any reason for that? >> Sure. Wisconsin retirement
050system the percentage goes up on an annual basis. So we probably have uh more that we're paying in to the Wisconsin retirement um system for our employees. >> I think it might be related to the budget. We budgeted $2 million less in retirement and I think that was related to our >> oped that we are underfunding this year. Is that it? >> Um that is not where the retirement lies. Um that is uh only Wisconsin retirement in that area. are these numbers. Um, so we went to I went to a workshop I'm going to talk about in a little bit at the conference, but they talked about getting reports pulled directly out of the system versus you doing summaries of data coming out of the system. Um >> this is directly from our skyward system
051and uh and converted to the the format that you are used to seeing in the budget book. >> Okay. The format in the budget book is that what's prescribed by that we have to send into the state or is that just a historical format? >> It's a historical format. We uh send it in a different format to the state. Um, it used to be a lot cleaner uh for the board to review and now it's it's kind of convoluted. It's it's not very easy to read >> the correct format for the state >> for the for the state. >> Okay. >> So, I have a question on the expenditures just in your summary up top. So, I know it's only like a 2% difference o over last year. What would your like margin of error
052or your margin of concern be? >> Um, I think it's it's more like when are we paying for things? Uh, are we like we had a lot of projects that we might have gotten done in the summer this past summer. So, we were paying more bills maybe in September and October than we did the previous year. I I line by line I pretty much understand. And so if you look at um the contracted education and vouchers and you look at how much more it is uh this year than last year, let's say I'm looking at the operating expenditures by type um on the detail. So that's like the third table >> and so that there that we are uh paying more for contracted services. So like remember we talked about things like PT services, OT
053services that we don't have staff, we have to pay um CISAs or um or private services contracted, right? Um, so those are the things that would increase from year to year. So I always like to look why something might be different from the previous year to this year. If you look at uh consumables and the instructional media where it's good amount more in expenditures than it was last year while we we had the data closet uh move and update and that was over $640,000. So that was a one-time expenditure that we expected and we budgeted for any other areas of concern. >> It looks to me if I read it correctly that the equipment budget is spent >> and then so >> Yes. Yes, it looks like we're overbudget a little bit on that. And
054that could be anything from an unexpected breakdown of equipment or something that uh was budgeted in another area of the uh budget, the district budget, but was spent out of a different object number. >> And that is something then that we would look at at the end of the year when we bring you the uh budget adjustments. If we got a sizable grant after the budget was approved and it involved purchasing a certain amount of equipment, that could also >> that could also change that. >> And that I like you say June 30th we approve >> those adjustments. >> Yes, we do. And then the charts are always a good indicator from year to year uh just from the where we're expending the dollars and where we're receiving the dollars in different areas. And then
055of course the fund balance uh which is up a little bit from the prior month but uh certainly not where it started back in June. We have our uh standards and poor rating call for the uh $30 million that we're going to budget and they look favorably on a bud uh a fund balance that is covering our expenditures even when we don't have the revenues. So it it serves two purpose two purposes there. Other questions? >> Thank you. >> Okay. Thank you. >> Um, our next item is Wisconsin State Education Convention Report. Uh, myself, Mr. Ma, Mr. Magneski, and Dr. Engel attended it and so I will, since I have the microphone, I'll kick it off with all the cool stuff. Um, a highlight for us of course was um our student Ruby Vanzee uh
056getting the uh outstanding student artist award across the whole state. I mean it was just amazing. Um she came, she did a very nice brief speech recognizing the importance of um art education and public education. She just handled herself so beautifully. Her artwork was amazing. Um, it was nice to see they had it set up throughout the convention. It was nice to see every time I came through that area, there were board members from other districts taking time to to look at it. Um, it was an art technique. I talked to her. It was an art technique she's never used before. Um, it's basically putting ink dots on it. So, um, I know she'll come to um, one of our, uh, upcoming meetings and we'll be able to recognize her that way. But, um, that
057was really exciting, I think, for all of us to say, "Yep, we're from Lacrosse." So that was pretty cool. Um a couple uh we I mean lots of good speakers um attended a good session about uh attendance, student attendance and um um there were some platitudes that they talked about there. It wasn't a district, it was presenting on it. Um but really got me thinking about we are a long narrow district and how does transportation fit into um attendance since we have the two miles and lot and they talked about some districts have chains of transportation to within a shorter distance. Um I I don't know if that's feasible. I've talked to Dr. Engel about that. We've got a workshop coming up in a month or two to talk about attendance uh student attendance again.
058So, um, he'll provide some information on that. U, the one thing that I did like in there is that they really talked to board members and said, "What board policies do you have that need improvement?" So, one of the things we want to look at is what are we monitoring about student attendance? Like we just saw some tonight. Um, but what are we doing about monitoring student attendance and what are we as a board doing about providing resources to improve student attendance? And I think it was really nice to not just ring our hands and say it's a problem, but what can boards do about it? I thought was a a helpful conversation to my thinking on it. Um attended a great session on fiscal monitoring. I'll send you all the cool PowerPoint from it
059because it's pretty succinct. I'm going to go through the high points of it really quick. Um the the first section was about budgeting and tax levy adoption. the and the reason they came up with like these 10 or 12 benchmarks was because districts like Milwaukee that had a lot of problems getting reports in or there was a district up north that had some uh mishandling of funds. Um and and so they really the these were real these were folks from WASBY you can tell their retirement age like they want to make sure things are done right going forward. So they created these these um this benchmark and these monitoring tools. So, one of their recommendations is by March 1st, school boards identify, school boards should adopt a budget development calendar, um, which I think we
060usually typically talk about. I don't know if we do it by March 1st, but it's something that we do, and maybe we want to make sure we look at it. And then they recommend, um, they've got a handbook that we can get. It was $59, so I didn't buy it. Um, but might be something good for us to disc. >> We have copies in our office. >> Oh, do we? Okay. >> Yes. >> Um, and it just talks about why uh, budgets are important. And I think we're in good standing there. June 30th, the board should adopt a preliminary budget for the next year. And while we don't do that, um I know coming up again in a couple about a month and a half, we're going to be Dr. Engel at least while I've
061been on the board is and Miss Spring always brought to us some projections and I think that's um a good place to start. Um, and that it's a good internal control and it does it it keeps you from the last minute like what's going to be in the budget and some of those kind of things. Um, they talked about budget hearings that could occur no earlier than May 15th and no later than October 31st. We always do ours after we have the final budget. That's apparently pretty typical. Um, it's a statutory uh requirement. We do that well. Um, approving the budget and the levy um by November 1st. We do that as long as the state approves their budget, which is sometimes a little hairy, but we do that. Um, subsequent board uh, budget amendments
062require a twothirds majority of the board. That's a state requirement. I did not know that and I learned that. Um, but apparently there are districts that have not done the budget work that this body does and I just think it's really important and I know I ask a lot of questions that sometimes seem annoying but I think um going through this session really told me a lot about it. The next one was about audits um that we have audits done that they come to the board and that the uh auditors present to the board and that the board vote to acknowledge receipt of the report which we do. we weren't making a vote to accept it or accept receipt of it um previously, but I think it's important that we we do and so that's
063been the thing. Uh required corrective action plans from audits, we haven't really needed those, but if we have those that that's something that the board should monitor and review. Um audited financial statements should be posted on the school district website. Do we do that? >> Yes. >> See, I knew we're doing good stuff. Um then another one was about um section three was fund balance policy and every school board should have a fund balance policy and we certainly do. Um, and they talked about the it was really in their presentation it's really clear how many school districts have to borrow to cash flow their district and it's just I mean that's an expense and so it's so nice to be part of a district that we made these decisions and made these provisions a long
064time ago so that we're ahead of that. Um and also it's important that a school board watch for any um significant uh decreases in the operating um budget. Um not that again we we get regular reports so I don't think that's a concern but we do a good job with that. Um getting monthly reports. Uh again this report we just got was very thorough, very well done. They talked about it's important to get reports directly out of the system versus staff getting information and kind of synthesizing it. And I've kind of done both. Sometimes pulling it out of the system and translating it into what a board can understand versus the complicated ways we have to keep track of financials in some public accounting. Uh sometimes you have to do that. But the it says
065here the school board is ultimately responsible for the financial stewardship of the school district and monitoring monthly activity is an essential internal control. Um all reports to DPI financial services which require schoolboard signature are monitored for punctuality and the board is advised of any late reporting. Do we have that as part of our monitoring the fiscal administration? So we're we're doing that. I thought we did but I hadn't double checked. Again, there were districts that haven't done that and those are red flags. So, we are getting ahead of it. Um, and then it said is a best play uh best practice a recommended board treasurer or another member of the board uh complete school finance 101 training. And I don't know where you get that, but uh I think it's on the WASBY website, but
066I think we've got some pretty good fiscal brains around the table. And it was just nice to go to this to know why this is important. I'll send you all this PowerPoint, but it was good to hear why this is important. Um, and it's not just annoying questions that we have to ask, but it's because we do ask those questions, I it's really put us in a in a good position financially. So, those were kind of some of my highlights. >> Um, I I would say that if I went to five different sessions, they all revolved around the point of belonging. Uh I would say the contact school that represented themselves I thought the best was Platville. Uh Verona was talking but they kept referencing we got this information from Platville. Uh and one of
067the things that was interesting every student in their district is assigned an adult. Could be a custodian could be kitchen help could be you name it. And that adult is supposed to make contact with that students student at least nine times during the year so that there is some coordination in every student then you can check in and how that student is doing or not. Um time after time it just came out that students need to feel like they're part of the system and even your staff needs to feel like they're part of the system. It's not like you know let this person out because they're a single section type thing. Everybody has to somehow feel like they belong to the system and make a difference. Um, so I'll let that go then. Belonging is
068important. The other one that could tie into what we were talking about today was this is going on in Pestico and Slinger and they have they first of all noticed that many of their graduates do not stay in their community and they thought what's going on here. We educate students and they don't stay here. So they serve surveyed the business in those communities and they found out that this is what they're looking for out of high school graduates and in many times they did not have those classes lined up very well. So they changed some of their curriculum. Um they then with this program track and they ask the student what are you interested in and then on that portal the student can start investigating whatever interest they might have in that particular area. It
069tells them the possible salary. But the other thing is it even says we suggest you take these courses to prepare yourself for this. And I thought it would be very good for our future center to start getting involved in this whole setup so that kids kind of know have a better handle. They suggested and some other schools then also prepped up. We have career affairs. They said hands down this is better than career affairs because every kid is having some connection if nothing else to the porter portal and then their parents are also involved and their community now is much more involved in their school system in both in both cities uh than it was previously. So I think that's something we need to go to school on. >> Thank you. Adam. >> Adam. >>
070All right, here comes the fun now. Um, >> do I read everything from the delegate assembly like last year or do I just would you like just a brief >> do we >> highlights would be great? Yeah, >> Laura, >> if you have it already, yes, absolutely. Usually they don't post it the final resolutions or the approved resolutions until sometime in February. But >> Gotcha. >> Well, I'll give you a little bit of a heads up then. Our resolution that we did pass or that we did um pass over to the committee did pass. It was a challenge to strike out the second half to amend to remove the second half, but we were able to I was able to speak in favor of it and someone else also spoke in favor of it. It
071was voted down. So, uh, resolution number nine about early child care that we submitted was sent. Other than that, I'll I'll just leave him unless there's any other questions because I'm online right here. But um I also did attend a session about get kids ready program and it seems like it was highly contentious and still experimental and that the state was trying to look for feedback and I found that to be um very heartening to hear that our resolution that they'd be looking into that as well looking into possibly ways to help make it better. But they also acknowledge of course that it's something of which get kids ready is set by the legislator. It's not something administrators can just simply do um through their own discretion. So, it's very much a work in progress
072kind of thing. And the other highlight I will say, just keep this brief just because again I'm online is we um had a chance to meet with a couple of the exhibitors. One of them I found very interesting in the terms of school safety. It was I saw this guy last year too, but he had something where schools would have an app on basically they'd use AI to be able to track let's say if there's any like school instance or something goes on where let's say if there is a an intruder in the school that they're able to track the intruder be able to give the alert for people to help redirect them or and this is a funny story they said um with uh medical emergencies there was a medical emergencies the cameras would
073automatically be able to detect that and kind of let people know is that apparently when they were experimenting with this app, someone actually did trip and sprain their leg which uh alerted the system for it too. And I found that was really interesting, really fascinating to see really how AI is being used for school safety. And there were a lot of other um presentations about AI. Well, it's starting to turn into the hot topic of the day for education and for a lot of things too. So, um, that was the only one I went for AI about, but I found it just be so interesting. But I'm going to leave it brief, leave it there. If there's any other questions about the delegate assembly, feel free to ask about, but I will leave it from
074there. >> Uh, number 10 and number 11, they were contra contra to each other. Which one prevailed? >> So, number 11 did. Let me go to my notes. So number 10 >> failed from 55 to 220. And this was big discussion about why we had these two to begin with. Is that uh the >> remind us remind us what they each were in like general terms. >> Can >> All right. Yes. Number 10 was supporting decoupling and number 11 was to have WASBY explicitly oppose decoupling. >> Okay. >> So, the reason why we had those two in the same one was if number 10 is voted yes, it automatically got rid of number 11. But if number 10 is voted down, that meant WASBY didn't have an official direction, which left number 11 still open
075for consideration. And number 11 did pass opposing decoupling. Okay. From 153 to 127 was the final tally. That was close. >> Yeah. Adam, did I did I hear you correctly? Part of our resolution was struck on amendment. >> No, there was a um amendment proposed to it, but it was voted down. I believe, let me go over to the tally for it. Um the amendment was voted down 230 to 41. >> Wow. And that was the WASBY opposes a state funding mechanism to provide private childcare providers a per pupil payment of 4K instruction. Um all 4K programs should be funded through school districts of local flexibility to contract with private childcare providers to provide 4K instructions as determined by the school board. That was kept in. >> Okay. Thank you. >> So all of ours
076was verbatim sent. >> Nice work. >> Yeah. Thank you, Adam. >> Well done. Were you the youngest there? >> I was. I guess I now have the distinction of being the youngest to also have a proposal written on behalf of our school district there as well. >> Well, glad we gave you that opportunity to >> was a good experience. Thank you for sending me out over there. Wish I could have joined you guys in person. I special shout out to Aaron Engel. My car broke down in the cold. Still trying to get it fixed up right there. Hopefully should be up in the next couple days. >> Dr. Angel, do you have anything you want to add? Um we were able to present at um two sessions there. I helped present uh on health insurance
077and our family reimbursement account and how it has lowered costs and allow us to pay our employees, not our health insurance company. Uh so that was helpful for some other school districts. And then uh Kurt Te and I presented on school resource officers uh and how we have a community advised program. We actually had our community advising today. Uh so it was a good meeting uh today but also good to help other school districts uh understand how we've navigated some of the the challenges around school resource officers and their perception. Um there were representatives from uh probably 10 or 15 very large school districts including MPS and the office of school safety taking notes and we've had a number of follow-ups just asking for uh some more information. So, uh, nice to be able to
078be a resource to others and, uh, share some of our experiences. The keynotes, uh, were good. Uh, the final one was funny and humorous and former superintendent, uh, who's now at Marian University as a as the president. So, that was, uh, interesting nuggets you can take away. >> Yeah, Erin Sed off. It's great. Um, I went to, uh, the preconvention. it was on data and uh using that to um kind of tell your story. So, it really dove into the school report card and tried to find uh ways to to utilize that data to tell a positive story about your school district. So, there was some little nuggets I pulled out of there. Uh and then also uh was able to make a number of connections with other organizations. um the WNIA and I have
079connected on some some issues around competitive balance in the state. Uh and um I was able to connect with um WASDA or our organization to talk about some professional development opportunities for other superintendents that we saw at the conference that we want to bring to superintendent specifically. Uh so just a great opportunity to learn from peers and other experts in the field >> and I replenished my pen supply with the vendor. Uh >> thank you. Uh we'll then move on to the uh referendum construction plan update. We've got some fun visual materials. >> Yes. Um so that's the the vision board for uh sorry uh for the folks on the right side of the board here uh for uh the new elementary school at the Hogan site. Um the exterior colors are, you know, brick
080and some limestone colors and then also um some kind of more primary colors. >> Thank you. >> Quite all right. >> The couple different types of carpet uh all intended to kind of to match, but they're uh the kind of upper two levels are kind of more traditional carpets. The bottom ones are a very weather resistant version. Uh, and so you could pour water and it will just pool there. Uh, and then you can easily mop it up. So on first floors and lower elementaryaries, it's a a great uh carpet to have for cleanliness and durability. Um, tile will be for, you know, backsplashes and bathrooms and those sorts of things. There's some epoxy and some rubber uh for treads and stairwells and art rooms. Uh on the bottom on the the left there is
081some Terzo that'll be on the first floor in the the main areas. Fancy heavy Patty. >> So tall Patty. >> Uh and then some case work, some laminate, you know, wood grain stuff to kind of give it a rich uh rich feeling and a warm feeling in our rooms. Um, as we went through the process, we explored a lot of different carpets and things and there were bright colors that we could have chosen and and and what we have chosen for the school is slightly more muted colors, you know, that we think will be enduring and longlasting. But we have lots of big windows and natural light. And so that's where the brightness of our building comes in through natural light and access to the outdoors and trying to make our >> tones overall wings
082were river and Yeah. >> Yeah. >> Yes. Yes. Exactly. >> Yeah. So, there's uh like the golden trees in the fall and there's the green uh bluffs and grass and the blue of our rivers. So, some some theming there. Absolutely, Dr. Garcia. Uh so, uh very excited about the colors and what it will be. And you all took the fly through at one point. It's going to be beautiful, beautiful space. So >> I was hoping for more like Carrera marble just >> everywhere plints and >> yeah there's other folks that have chosen that direction. We're going a little more subdued. Um the uh project there will have a groundbreaking in March, first week of March. We'll get a specific date out to the board as soon as we can and invite everyone there. Some more
083shovels and some more dirt to throw. Um I think we have plans to invite some elementary students over there. We were thinking maybe the third graders who would be the first graduating class from it, you know, so can't bring everyone, but uh get some representative groups. Um Hogan Administrative Center continues to be torn down. They finished up the gymnasium section that addition last week and they'll continue to move forward with that. It's going well so far. It happens really quickly. It's kind of wild. Once you start tearing apart a building, you realize it's mostly air. Uh it's not a lot holding it up ultimately. Uh and then the state road edition continues to move along nicely. Um the contractors were uh construction company was interested in getting to the upper portion the classrooms over the
084top as soon as they could. And we've been able to work with the elementary teachers and the principal at State Road to uh move four classrooms out of the lower area to some other spaces uh starting in March. Uh and we were trying to push towards end of April, May. Uh the teachers like, well, if we can get this done, let's just do it. you know, if we're going to be inconvenience, let's just go for it. And so, they actually advocated to move it up and finish it as soon as possible. So, uh, very excited to continue that progress. Um, the spots where things happen are when you're attaching to the old building. You know, new construction pretty easy, straightforward once you get through the soil amendments. And so, uh, it's nice to be able
085to have a little extra time on that upper portion to ensure that there's no issues that arise. Uh, so progress is moving along on time, on budget. Uh, very nice to see. >> Any questions? The board of materials just keeps making it more real. So, that's kind of fun to see. >> Absolutely. >> Okay. We'll then move on to announcements and we will start with our student representatives and we have Owen and Beth >> Bethany. Okay. I want to make sure I got the right name. Um, so you want to start? >> Uh, sure. Um we this year we just got our Apple Vision Pros and so this semester we are incorporating them into our econ class um focusing on tourism and the microeconomics and basically we're using the Apple Vision Pros. were able to
086forgot what the program's called, but they're basically videos of like these highly tour um toured areas and we get to basically be there almost um instead of just seeing from like photos or 2D v videos, we get to see it all in 3D. So, it's really cool. And that's all I got. >> You're loving that, aren't you? >> I am. It's so cool. >> So nice to see your enthusiasm around it. >> Yeah. >> Um Hoops for Hope is this week. Hard to believe that is coming up. so fast. Again, January 29th here at Central. Uh that'll be for the Pinky Swear Foundation. Uh come out and support the advanced marketing class has been working really hard. Um we had a really successful deck of districts two weeks ago now. I can't remember. It's been
087some time, but we had a bunch of teams and individuals qualify for state. So that will take place in mid to late February if my memory serves. I have it in my calendar somewhere. We have powerlifting meet Saturday at Hullman. Uh it's one of our bigger ones of the year. We're really excited. This is where this is usually what we consider some of the peak of our season because Arcadia is typically used for people who are trying to qualify for state but didn't at Homeman. Uh and then at Whiteall, not not this last weekend, the weekend before. Uh both men's and women's uh both took first in D1. So >> beat out the competition. We all did really well. Had some really incredible PRs. I think we had one athlete almost double his top lifts.
088>> Yes. Insane. The the the freshman. I don't know how they do it. >> Yes. >> Puberty. >> Wow. >> No. So, super super proud of all of our lifters and really excited to see what they can do Saturday. also want to comment that the um show choir for both schools has uh they've won grand champion at their last two events. So that's pretty exciting as well. >> Uh we will then move on to Mr. Beeski and CISA board CISA 4 board of control meeting >> and the only thing we did is we we spent significant amount of time on those resolutions. Uh and I'm glad we did. It did make a lot of sense. There was a lot of discussion around the table. >> Oh, the W was resolutions. >> The Wasby resolutions. Yes.
089Uh so I have voted with the district. I voted with CISA 4. But I think we're pretty well aligned with all of them. It was that was an amazing process. I mean, you think this is the title and then it lists maybe A through G in terms of a little identifiers and we would argue about whether A should be part of that. Okay, we decided A would be part of that resolution, but maybe not C. I mean, it it, you know, my opinion took forever and the arguments back and forth and finally somebody standing out and saying I call a vote. Um, so that was uh the other thing besides uh the resolutions was a discussion on the evaluation of the chairman of CISA 4, Paul Fischer. And so those are the only two items
090we covered. >> How's he doing? Okay. >> Thank you. Um Jim, >> may I jump in here real quick? >> Sure. >> I've realized I forgot to talk about the emergency resolution that was brought to the delegate assembly. So, would you like to talk that through since it's your time here at CISA 4? >> The the emergency what was it? >> We had emergency resolution for uh special education funding. >> Emergency resolution for special education. Did you want to talk about that? >> Sorry, I put you on the spot there. I forgot about it and I thought it was important to mention. >> Do you want to do you want to talk about it or do you want to bring it to a future meeting? Adam, >> I'll just say briefly it was an emergency
091resolution brought forward to by one of the school board members in Wisconsin Heights to um address a change in the budget for special education funds. The ed the education funds for the special education for the state assembly was lower than what was promised. So the emergency resolution was to authorize was to try to lobby to get that back to what it was before to what it was promised I believe. >> And did that pass? >> It did. >> Yes. >> Okay. Thank you. Okay. We'll then move on to Dr. Garcia and the Lacrosse Public Education Foundation. >> Yeah. We had a really successful gold star grant lunchon and former school board member Brad Corberg was um honored for his service to the district over the years. Um, and that was awesome. Two of my former
092students got gold star grants, so I was super proud of them. Um, we also just looked at the year end numbers and we had a really successful fundraising year. I think Nell said it was $475,000 was donated to the LPF over this calendar year. They run a fiscal year one, too. Um, and the fall fundraising campaign where they send out letters and ask was really successful. There were over 200 contributions and that averaged $177 each. So, we just have a really generous community and all of that money goes directly into supporting teachers doing innovative things and students through random acts of kindness who, you know, need things to be to participate and to be included in sports. field trips, you know, all kinds of things. The random acts of kindness is a really capacious um
093program that's designed to meet student needs. So, thank you to everybody who donates and everyone who has some of their schoolboard paycheck uh sent to it and many of our staff do. A very large percentage of the teachers who work here and the staff who work in the Lacrosse district contribute to that campaign. So, it really is um a way that we invest in each other. Okay, thank you. Um, Mr. Alberts and Mr. Newmeister are not here, so we will not have the uh school city consortium discussion. Um, for my report, um, the uh we'll have a meeting next week and then February 16th is our next regular schedule meeting. We will not be meeting that night. So, uh, we'll meet next week and then we won't meet for four weeks. So, give you a
094little break. But just so you know, when we get back in March, we got a lot of work to do. So, enjoy your little time up. >> Um, I do want to mention here, I want to read this so I don't screw it up. Um we all of us to my knowledge got uh an email from um Hamilton Soda um inviting us to participate tomorrow um at 8 o'clock to join a classroom to participate. Um if you can still do that they would love to hear from they said they hadn't heard from any board members except for me. So that was a little disappointing. Um I can't be there at 8, but I can be there at 9:30. So they've got a teacher who has a project starting at 9:30. So, if 8 doesn't work
095for you and 9:30 does, you can certainly jump in and join as well. So, I just I told her I would mention it this evening. >> Um, and then let's see. Hang on a second. There's probably a faster way to do this, but one more thing I think I have Thank you for your patience here. Um we've got some linkages coming up um the 18th of February um with the LEA at 4:30 at the crew office out on French Island and March 12th at the community youth serving organizations um at 10:00 a.m. That's a virtual one. And um we'll we have on our agenda next time um we're going to add make sure that there's uh in information we'll have a linkage calendar of upcoming because I think we have one coming up with that
096the LEA asked us to include. So we'll add that. So we'll we'll talk about that next time. But make sure you get these on your calendar now February 18th March 12th. Um we like to have good representation at those. That's all that I have. So Dr. Engel, >> no announcements today. >> No announcements. Okay. So, agenda planning um for our meeting next week, February 2nd. Uh under information, we will add uh linkage up um dates for you just so that we get those out there. Um but any additions otherwise we look for a motion to approve. >> I'll make a motion to approve the upcoming agenda. >> Second. >> Okay. >> I will second it. Okay. and then discuss the need for the approval of the um operating report for the mega results that we
097just looked at. >> Is that are we going to have that in not in a week, right? >> You need a little more time to get that together, right, with those changes? >> See, I we'll see. I probably >> they'll decide by Thursday. >> Okay. And we can get it on the agenda if necessary. All right. Then I second as it stands. So, >> it's a good good reminder to add that. Okay. Uh motion in a second. Any further discussion? Roll call, please. >> Mr. Beski, >> I. >> Miss Fs. >> Hi. >> Dr. Garcia. >> I. >> Mr. Jackson. >> Hi. >> Mr. Ma. >> I. >> Dr. Spray. >> Hi. >> Miss. >> I. >> Do we have a workshop next? >> Attendance. >> True attendance. I think >> um there's also a
098workshop February 2nd. There will be a workshop on tru and scene attendance. So, um just so it'll be a full evening that night. Uh board debriefing and Dr. Garcia um has agreed to do this one. >> Yeah. Um yeah, it went well. This is a good good board debrief. I mean, a good board meeting and we had a nice long day Saturday to work together that was really fruitful and productive and so I think it's um we're doing a good job >> sharing our opinions and you know >> I agree that Saturday kind of helped us see um each other more as a human than maybe a certain type of vote and so I think that that helps us do our best work. Anything else for board debriefing? Okay, with that we are adjourned. We
099have no workshops or close session this evening. >> Get out of town.