001Heat. Heat. Thank you. Glory. Hallelujah. Christmas. Oh, now you We are glory. Thank you. Heat. Heat. Hallelujah. And we're good. Brass here. We'll give you a little bit of a taste. Heat. Heat. Heat. Heat. Thank you. Heat. Heat. Heat. Heat. Heat. We'll do one more before the meeting starts. >> All right. Someone's getting firsthand experience. How big Heat. Heat. Heat. We can do one more after if we want to. You can either do it now or after a little intro if you want to do that. >> Play then because there's more people watching at that point. >> Thank you for hanging on. >> Okay. Time at six. Everybody ready? >> Okay. This is so This is so dull compared to All right. We'll go >> like to call to order this meeting of the Lacrosse
002Board 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. Bagneski >> here. >> Miss books >> here. >> Dr. Garcia >> here. >> Mr. Jackson >> here. >> Mr. Bangok >> here. >> Mr. Newmeister >> here. >> Dr. Sprag >> here. >> Miss Zla >> here. >> A quorum of the board of education is present. So the regularly scheduled meeting of December 15, 2025 is hereby called to order. We will now have the pledge of allegiance. Please stand as you are able and face the American flag. >> I pledge algiance to the
003flag 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. 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. >> Motion to approve the agenda as second. >> We have a motion by Mr. M, second by Dr. Sprag for the um approve of the agenda. Any discussion? >> All those in favor signify by saying I. >> I. >> Those opposed? Motion carries. Uh we have no public speakers this evening, but our favorite part of the agenda is the school showcase. And we have with us the Logan Middle School um holiday brass, the winds played earlier. Is
004that correct? Um so we'd like to ask you to share some music with us and I just want to thank you for being here. We had the pleasure of listening to you before this meeting and it is wonderful. So thank you. >> Yes, please. So I don't know something new from Logan. So um this is the Logan sort of two poly brass uh comprises uh all seventh and eighth graders. Sometimes we have sixth grade students that are really advancing quickly in their first year but uh this year we just have seventh and eighth graders. The other group the winter wins uh again mostly comprised of seventh and eighth grade students and actually this year we have a few sixth grade students that are in that group. Uh they practice outside of the school day starting
005right after Halloween sometimes. Um usually you get about nine rehearsals in after school between you know all of November and then we perform at Rotary Lights. We did that last week. We performed at the Capitol on Friday. Um so that was really fun down in Madison. And then they also have uh they perform at our concert we did last week. And then next week we are performing at some elementary schools on the the north side for some kids. So, um, yeah, and on the back of their shirts, they all have like the tour schedule and all the members. So, every year they get a new shirt. Um, it's kind of a cool little thing. So, >> awesome. >> This group was actually started back in 2009. So, this is 17 years going 17 years. It
006started actually as a brass quintet. Um, actually by my colleague here, Mr. Jason Harden when it was at Lincoln. Um, and then I did a winter winds kind of a flute ensemble and then everything happened in 2023 and when we split off and everything, we just wanted to keep it going just because it's always been growing and we've had as many as 30 students in the group. Uh, so it usually fluctuates between 15 and 30. So, um, yeah. So, they we usually play around 9 to 12 songs every season. Sometimes we change it up and mix up some new ones. So, um, the last one we'll do for you is called It's the Most Wonderful Time of the Year. >> Thank you. >> So, enjoy. >> Thank you. >> Good to you today. Heat. Heat.
007Heat. Heat. Thank you. >> Thank you. It was a pleasure listening to your students. Thank you so much. >> And also thank you to the parents who came to bring the kids. But we need one more thing. at the end of the day and I appreciate you doing it. Thank you. Let's just get it wrong. Okay, good. Where did our audience >> need more hats to wear tonight? Okay. So, we'll move on to the superintendent's consent agenda. The superintendent's consent agenda is a mechanism mechanism used by the board to deal with routine business that must come before the body. Are there any items that members want removed from the superintendent's consent agenda? Like to have a question for the HR approvals. Okay. And that is the other the insurance 2026 going from the administrative contract.
008I see this is recommended um per state statute. I'm kind of more curious to hear more about this year. It's might be something I missed last meeting but just for transparency issue exactly what we approving the administrative contracts that are up this year. So it's about half of our administrators contracts and so it would be the extension of those for another year. Um, we have no concerns with the administrators that are up for renewal and are excited to bring them back for another two years. >> Gotcha. issuance number that has insurance. >> We have a motion to >> I'll make a motion to approve the items on the superintendent consent agenda as a second. Motion and second. Any discussion? All those in favor signify by saying I. >> I. Those opposed? Motion carries. We'll move
009on now 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? >> If none, I look for a motion. >> I'll make a motion to approve the items on the board consent agenda as presented. >> I'll second. >> Motion and a second. Any discussion? All those in favor of the motion signify by saying I. >> I. >> Those opposed? Motion carries. We will then move on to managers board action starting with the award of the construction bid for the new elementary school at the building site. I'll turn over to Dr. Angel. >> Um I will invite Joe up if anything comes up, but we
010had our bids go out. They came in last Tuesday. Um it was a competitive bidding process. Um they came in at um 2 o'lock on that day. Uh and we were very excited to open them. It's a very big day >> and uh we were excited to be able to recommend Market and Johnson for the new elementary school at 32,739,000. Um there were three local companies that bid our project. So we're excited to hire local um work and keep uh additional um money in our community. Uh so it's uh really exciting to be able to move forward with that. >> Any discussion questions? >> Do you know why Fowler didn't want to get in on the alternative bids? Why they were incomplete? Did they just miss the deadline or joke? Can explain some of that?
011>> Uh yes, they had a technology glitch, so their theirs didn't get in in time before 2 o'clock. So, we're excited to work with them on the state road project, but in this case, we're excited to work with Market and Johnson >> and Tyler Schultz from Market and Johnson's here. And again, we're excited about the process will now begin. So, congratulations to the board and all their support and everything that we've done there. The community will benefit from this project for sure. >> I think it's exciting to have a local contractor like that, especially in our area. So, >> absolutely is. It's base bid uh plus seammen's automation. Correct. So that's all the deducts. Those dedu are included in base. Correct. >> Yeah. No, we did not we did not take up any of the
012dedux. They were really there. I will tell you um because we didn't know how the bids were going to come in unless we have to do some valued engineering. Those were where we were going to start. So fortunately, we didn't have to do that. So as the building was designed, we were able to bid it that way. And far as uh when you look at uh the control system, what we wanted to do, we wanted to separate that out uh so that we made sure that we were getting the best price for our controls. >> Yeah. >> I just want to clarify. So for everything we saw, deduct included. So the exterior, patio area, patio, learning area, like all that's included. >> Everything's included. >> Public clarification. It was a little >> we supposed to
013know about that. We hid that from the board. >> On the roof. >> Thought it was a central joke. >> It's It's nice to see local um competitors. It's nice to see the bids were pretty close. >> Um and um I would unless it's further discussion. >> Where did we land in budget? Like what did we budget for it and where did we land? >> We what we were budgeting for about 357 >> 357. So, >> I'll make I'll make a motion to approve the award of construction bid for the new elementary school at the Hogan site as presented. >> Have a second. >> Second. >> Give it to Mary. >> Any discussion? Since we did come in under bid, we will add that to our um discussion that we have um in January 24th
014when we talk about facility planning. So, um, any savings has to be used on what we had in the referendum. So, I just want to be clear for that >> and we can talk more about that later. Okay. Um, we have a motion and second. Any further discussion? >> All those in favor signify by saying I. >> I. >> Those car. Um, no naysay. I'm sorry. Motion carries. Okay. We'll move on then to results monitoring report R2 academic performance and pieces of this have come to us over time. I got to get back to my document here. Oh goodness. Hang on a second here. So tonight we'd be looking for uh the approval because you've brought pieces to us over the last meeting. Go ahead. If you have anything else you want to add. >>
015Yep. I just thought I'd um highlight the executive summary. Uh we believe we are making reasonable progress with exceptions noted. Um the school district continues to make reasonable progress with exceptions noted. Um on state standardized tests, our students performed well, keeping pace with the state in all core areas, indicating our students as a whole gained the benefit of a year's learning from excellent instruction by our teachers. While there was some variation in overall performance across core areas, grade levels, and test types from year to year, our students performance was statist statistically similar compared to the prior year. Of particular note, uh our Hispanic students gains in achievement over the last year. With regards to critical thinking, our students continue to perform well in comparison to prior years with consistent upward trends for all core areas.
016Once again, there's some variation across areas, grade levels, and test types. and our students performance was statistically similar compared to the prior year. As it relates to lifelong learning, our students continue to demonstrate continued improvement in an upward trajectory as a whole. For some areas, necessary reporting changes have impacted the impression of progress. And for a few other areas, the impact of pandemic era practices showed up in this class's data. Of particular note is the continued rise in career-based experiences from 5% to 29% and industry-based certifications from 3% to 20% between 21 and 25. We are excited about the upward trends and consistent pacing with the state average. We're also committed to continuous improvement and academic excellence. We will continue to focus on highquality core instruction using evidence-based teaching practices, individualized interventions for students who
017are not yet meeting our benchmarks for proficiency, and expanding college and career opportunities for students by examining barriers to access and providing equitable solutions. Thank you for bearing with me. >> Thank you for breathing in between. Yeah, >> I was going to ask you to repeat it, but I >> would love to. I'll be better at it the second time. I'll do accents this time. >> I am only here to answer questions if you have any based on the three presentations I've already given. >> Molly, go ahead. >> Yeah. Um, I was I was looking through this and I saw that our science and math are the ones that are the nos. Are we make doing anything to start improving those? because I saw that even on the local versus state, we're kind of behind.
018>> Yep. So, I would say with our math curriculum, um our elementary math uh curriculum was replaced two years ago. We're in our second year of full implementation. Um sometimes we will see an implementation dip before the the um percentages of proficiency go up. And um our middle school uh math teachers this year uh started a new curric curriculum. So we are aware of that lower um level of proficiency and so we are now implementing a new math um resource aligned to the standards with a higher level of rigor at our middle school level >> and science. >> Science is an area we continue to reflect on. We have had added extra support um throughout the science. We have a elementary, middle level and high school teachers that are active in in collaboration to continue
019to build those areas. I've talked to several science teachers and they're all wonderful and doing really exciting things. So, I was kind of sad when I saw that. >> Um, >> and it we also have um supported elementary science this over the last year and a half with even some professional development along the way and um so we're continuing to work on that. Okay. And we provide professional development every summer for our science teachers. >> I think we looked at the scope and sequence for elementary and middle, right? to an integrated model for middle >> which should hopefully start to show up on some test scores here as they hit multiple areas in a single year instead of doing like all earth science and then all physical science and all life science. >> I believe
020this is the first year that it's fully integrated because it's a transitional time. >> Okay. >> The time frame of the tests that these tests that were taken when these were last year's tests. >> Sure. >> Yep. They would have been in the spring of last the spring of this year, but that would have been last school year's >> last school year. Thank you. I want to clarify that. >> Yeah, go ahead. >> They are exhausting. Uh the science ones, if I remember properly, don't always measure your actual science-based knowledge, but primarily like are you able to read a graph? And so a lot of what we're have been preparing students for is do you understand how like different reactions and things like that and that's not always what's measured on that test. And so
021I don't feel like it's an accurate measure of our students knowledge. But that's that's a problem with the actual system itself, not with anything that we can do. >> I don't think I'd call more so a problem. It's kind of science is one of those where you put both your English skills like say just you know grading or reading the results and your math skills together right there. Um I think it actually reflects self quite well right here. Um I mean from my own experience as well. I mean one thing it only does lack in is can you do a lab prep successfully? That might be something >> but that's a state thing not for us. Yeah, I think that's an interesting point about the difference between like content knowledge and process knowledge and and
022both are obviously important. But um my question was about um Miss Huth, if you can kind of refresh my memory from our last meeting when you presented, you talked a lot about the the um boosting the rigor of different areas. Can you give us a little bit of the thought process around that? because there are some concerns I've heard of like, well, if we're if we're giving them harder, you know, thresholds to meet, if we're giving them harder curricular materials and we're already struggling at some points, what's what's the intention there? What's the thinking? >> We're actually going off our state standards and making sure that we're teaching um the that level of proficiency of the state standard for that grade level. So making sure that we have um proficiency proficiency scales in place K12
023to know what does proficiency look like for that specific standard. Um not saying that we haven't had the highest level of rigor but making sure and double-checking that we are um teaching to that rigor so that our third graders are ready for fourth grade, our fifth graders are ready for sixth grade for that level of proficiency. Um and then there's also times in which we we know we need to backfill some of the lagging skills um skill deficit areas and so how are we built you know filling those gaps but also holding them to the standard um of their specific grade level. So there's many moving pieces in there but um making sure that we are holding them to the standard in which they should be at for their grade level. >> Thank you. right
024next to you. >> I I also think I remember you recently adopted the floss kits. >> Yep. And I I just appreciate adop that adoption because as the story goes, you don't learn science by reading about science. You learn science by doing science. And those kits are actually really a doing type process. >> Correct. >> Yeah. Low expectations are one of the high expectations are one of the greatest predictors of um uh student success. You can only reach the benchmarks you've been pushed towards. And so if we uh see kids struggling and we accept a lower standard, it's not going to help them meet grade level expectations. And so we've just been clear about what the expectations are, making sure that those are high. And then the key to that is then supporting students and
025staff in getting there and meeting those. And that's been a large part of our work. I'd like to also thank you for your honesty. I remember this was also one that showed last year where it's with exceptions noted. It's not always a bad thing to say we're not meeting the benchmarks we want to say. As you said, it's good to have rigorous standards and we want to enforce it right there. And I mean, I just want to say thank you very much for being honest and being humble of ourselves. And I hear it sounds like you're still working on a plan for the implementation of it. So, we're hoping for better results next year. Did you have a comment? >> No, I don't want to open up that can of worms. It's more for my
026like you always hear the comments about schools and whether it's in the state across the area that that really drive their academic curricula to the test results, right? So those show up versus driving our students to content area and overall proficiency. And and I'm not going to open up that can. I was going to ask a question around that, but I don't want to. So I'm just going to say I appreciate the um transparency on what we're doing. And I think talking about the holistic process I think is good for the community to hear that we know great things happen in the in the classrooms every day and sometimes test results are just what they are. They're just data. Um can we use that in great ways? Yes. But it doesn't accurately reflect u the
027learning that goes on every day. So, and I shared um a document in the a board email, a board update this last week, and it highlighted a few different ways to think about um academic achievement or growth. And we're going to be presenting those additional points of data next year as we get those scaled out for all content areas just to provide multiple perspectives on what the data mean. and there's different ways to cut it and look at it and um and recognize that we may still have areas to grow but that we're also doing a really good job. So >> other comments I thank you Mr. Styles and um Mr. Ma for speaking from the sud perspective that's helpful to hear too so thank you for that. Uh if there are no other comments,
028I would look for a motion to approve. Uh with uh what's the motion? >> I'll make a motion in regard to the monitoring report for policy R2 academic performance and with respect to the provisions of policy DSR5, superintendent accountability, the board of education concludes that the superintendent and district are making reasonable progress with the exceptions noted. >> Second. >> Okay, we have a motion to second. Any further discussion? All those in favor of the motion signify by saying I. >> I. >> Those opposed. Motion carries. We'll then move on to um operational expectation monitoring OE6 financial uh administration. And this is just any changes to the monitoring template for the upcoming year. >> We have none recommended. Seems to have been serving us well. >> This is like last time. Do we need >> So
029I'll make a motion to accept OE6 financial administration monitoring report template as it currently stands. >> Second. >> Okay. Motion is second. >> Throw me off there. >> Any further discussion? >> All those in favor of the motion signify by saying I. >> I. Those opposed. Motion carries. We then move on to consider approval of elementary school attendance boundaries per the 2024 capital referendum. um we had I've heard from uh an elementary school that said when are you going to decide on that and um so I'm bringing it forward now. It's up to the board if you want to act on it tonight if you need more information um what it is that you wish to do but I did want to just keep moving this issue forward. So um I'll turn it over to
030you Dr. Engel. Um the administration's recommendation is to um approve the school boundaries uh as they were described through the promotion of the 2024 capital referendum. It's a sheet that's at your table and also on the attachment that says elementary upgrade referendum 2024 and it shows the boundaries as listed in there. Um, I included some context for how we got to those boundaries. It wasn't a simple process. It was a multi-year process that looked at a lot of different factors and a lot of different considerations. I included that information in that memo, including uh a comment on socioeconomic balance and one on what our anticipated enrollments are in those areas based on those new boundaries. And then at your table, I also printed off the larger school boundary map as well as my best effort
031to show the existing boundaries uh which are colored and then the new boundaries which are outlined in red um for your um just kind of to kind of see where things are. Uh and so all of those factors, all those considerations, all those processes led to this recommendation and happy to talk through uh anything that uh folks have questions on >> and several of us were here at the table and that was part inherent in our decision making, but um I know some of you weren't. So that's why we have discussion. Mr. Beeski, >> and so reading through this, I think I gleaned that it none of the engine students would be going to Hamilton. >> Um island students. >> Oh, sorry. >> Hinchin. Um, initially we would anticipate that all of the students and
032that that are at Hinchin right now. We're anticipating, you know, that they will all be able to move with their teachers to the state road site. In the future though there is a section of Hinchen that is in the Hamilton boundary and over time as students enroll from that boundary for the first time their home boundary will be Hamilton Elementary School. >> So with our choice of schools that allow we have the flexibility to make allow those families even though it's not their boundary once we make this change that they can stay with their cohort and go to state road. Correct. >> That is correct. We anticipate enough capacity at State Road to accommodate uh the students at Hinchin and State Road. Uh there could be some exceptions, but right now uh we're doing our
033best to manage enrollment at both Hinchen and State Road and Emerson and Spence so that as many students as possible, and we anticipate nearly all will be able to travel with their peers. I know when we had our linkage with Hamilton, the staff there, I guess that was soda one, they were concerned about additional students at Hamilton. They didn't know if they could handle them. So, I think that's good if they can all fit in at State Road. >> Yes, we don't anticipate an initial increase in enrollment at Hamilton. Innesota one. I think over time it will start to shift and it will start to grow a little bit and given our uh relatively low enrollment there a few more students would be beneficial uh for that school. >> Yeah. the the staff had indicated
034in the linkage that they really felt pressed for space and I know if you look at a building assessment by an architect they'll say there's capacity but um we kind of use up the space we have and I think that if you ask for a teacher there's never enough space because kids love to spread out and have lots of room so I think that's why we on one hand say there's room but the teachers say it's pressed and I think as a board I think we hear both and we understand both perspectives >> there were over 400 students at Hamilton Hamilton once upon a time without the new addition. So, it's just kind of a matter of how you arrange the school and we don't want to go back to over 400 kids, but we
035can certainly accommodate a few more. >> I can't remember. >> Um I was so on the um sorry, which document was this? Um the school boundary recommendation document. I I was a little surprised in the enrollment management section at the end of page two >> at the combined enrollment of Emerson and Spence and the combined enrollment of Hinchin and State Road that those numbers were significantly higher than what we saw on the referendum information. Um just from from that one. >> Ah yes. So on the referendum information, those combined enrollments are the resident students in the proposed boundaries. >> Whereas the combined enrollments on the that section of the the document, the memo. >> Yeah. >> Um those are the existing current students in those buildings. >> Okay. Thank you for clarifying that. That makes
036more sense now. >> Yes. Um, I think that we should talk a little bit about the the historical context that you provide in thinking about socioeconomic balance because one of the other concerns that we we heard at the Hamilton linkage was not only just adding more students, but adding students who are disproportionately socioeconomically disadvantaged, who are who are adding, >> you know, those challenges and those higher needs that some of those students may bring um and and I think that this this context is interesting. You say the vestigages of elementary boundaries created in 1993 for socioeconomic balance remain but the balancing impact of those boundaries has eroded almost entirely through an extensive choice and charter model and the boundary changes that came along with it. So can we and and Dr. Dr. Angel, I'm asking
037you a little bit. Can you talk a little bit about >> how we are managing the tension between intraistic transfer choice charter, right? And and how is this aiming towards a new model hoping for greater socioeconomic balance? >> Yeah. >> And then >> there's a lot in there so I can do them all. Uh so in 93 there was a a big to-do in lacrosse and we redrew boundaries and >> um created fundamentally a series of um islands and busing um uh islands to balance things socioeconomically. And somewhere obvious there was there's the state road island that still exists over by Hamilton Elementary. There's the Spence Island that exists up in the bluffs and those were designed to bring students uh that had certain characteristics, you know, higher or lower rates of natural poverty to
038other schools to balance them out based on their kind of home boundary characteristics. And there were some that went to the north side as well from the Emerson neighborhood. Um shortly thereafter was the the charter movement and in Lacrosse we created two charters. um the soda one and Kulie Monasuri and those charters uh and the choice to attend those allowed families to make more choices about where they attended and uh if a family was upset about having to bust their kids somewhere for any reason they could they often or or sometimes chose a charter as an alternative. If I'm going to have to send my kids somewhere else, I'm going to make a choice about where I want to send them. And um we allowed that in those cases. And so that started to um
039kind of erode the the socioeconomic balance that we had at our elementary schools pretty quickly. The north side uh elementary uh when that was built uh we got rid of the remaining southside busing islands that were there and went to a holistic uh enrollment area on the north side. There's um three other um like islands that don't look like them that also remain along with State Road and Spence. One is uh at Summit. Uh the the boundary crosses the the river and picks up part of the lower depot neighborhood. And so that's not it doesn't look like an busing island, but it functionally is in that it's disconnected from the home boundary that you would naturally choose, right? It would probably just be French Island. Uh, a second one is, um, Northwoods Elementary School. Uh,
040if you were just to draw, you know, a circle around the the neighborhood, so to speak, you probably wouldn't cross Highway 16. Uh, and yet it swings down over into Shoe Homes, which feels somewhat natural, but then also all the way down uh, south of the river uh, into the Emerson Bluffside neighborhood, you know. So it kind of reaches out and grabs additional population but with a balancing effect for socioeconomics. And then the third one is hinchin.in looks like a hockey stick or boomerang. You know that's not a natural home boundary and it certainly didn't look like that in 1992. Uh and so it swings out to capture different portions of our uh student population. Um over time we've um you know slowly collapsed a lot of those boundaries and and more of a home
041boundary uh you know preference has existed and we certainly felt that during the facility advisory committee and another of other community engagement sessions. Um and our thinking around equity has shifted. In the 90s with the socioeconomic balance, the goal was to send kids to where the resources were. We funded all of our schools equally, generally on a per pupil basis, and gave them equal resources. And that meant that where um students were, you know, naturally had more resources in their neighborhood or in their community uh were thriving in ways that students from, you know, more economically depressed neighborhoods did couldn't couldn't uh thrive as well. And so the idea then was to send students from where things were were difficult to places where things were um thriving. Uh, and that meant socioeconomic balance by busing
042kids and moving them from place to place. Over time, our thoughts around that have changed. And we don't fund all of our schools equally any longer. We use equity. We send resources to where the kids are. And so, if there's more students in poverty, we have title one schools and we have uh additional funds that go there. We have lower class sizes. We have greater resources available in order to to meet their needs. And so our our equity plan now isn't send the kids where the money is. We send the money where the kids are. Uh and we have shifted that dynamic. Uh and that has made a difference in how our students grow each year. We've seen that in some of our test scores and our growth scores. Um if you wanted to balance
043our school district socioeconomically purely on a like a physical boundary basis um the way to do that would be horizontal boundaries that cross our school district. Our poverty uh generally is located in older housing developments in our community which are generally along the river kind of the older parts of the city and some of the old uh near some of the old uh warehouses and things that were along the industrial areas uh along the river and the the uh wealth the the folks with a few more means are generally located closer to the bluffs are newer housing developments. uh and um and so if you were to cut across that from the river to the bluff, you could pick up um a more balanced uh grouping of students. Uh, of course, the challenge with that
044is the location of our schools. Uh Hamilton and the new Hogan Elementary School are essentially, you know, on Jackson Street both, right? And so if you draw a boundary horizontally, you pick up two schools and the same kids. And so we started have to like draw pretty funny boundaries in order to to kind of do that. And it looks once again like we had in the past, some kind of funky boundaries that people object to because you know I can see this elementary school and I have to get bust over to that one. You know like our state road elementary uh island that is you know kitty corner to Hamilton. Um as a result um you know as it relates to socioeconomic balance I think our there is um definitely a need to think about
045concentrations of poverty in a school. If you have you know uh let's say 18 kids and four of them are experiencing poverty and three of them have an IEP. It's a much different teaching experience than if um 15 of them ha are in poverty and 10 of them have an IEP. And that is the difference between some of our schools right now. And so it's worth considering even if we're sending the resources to where the students need it the most, those concentrations of poverty still make a material difference in the daily experience of students, staff, and the ability to execute the curriculum and the pacing guide each day. So you definitely want to take that into account to the best of your ability. uh as it relates to the current enrollment at Hamilton and what
046these proposed boundaries would result in uh the outcome would be approximately the same. The number of students that are currently uh experiencing poverty that are enrolled at Hamilton would be very similar uh to the proposed boundaries as a result. And so I definitely understand concerns about um you know further concentrating um uh uh poverty as it relates to the challenges of daily execution. But it won't be materially different with these boundaries than it is currently. And um we can certainly work towards alleviating some of those concentrations. But that is a longer term project I think uh than just uh this particular meeting. And uh I think given what we proposed during the referendum and the boundaries that were made public uh at this time I'm recommending you know approving the boundaries as recommended. Uh and
047if that goal of the school board is further socioeconomic balance through boundary uh drawing we can certainly approach that um with a conscientious effort in the future. Well, I definitely think we should consider looking at that, but before that, maybe an indepth study of what's going on in the United States to say, okay, this school has made a significant difference in that area and this school district did not for whatever reason. I mean, I I appreciate what you're saying as far as the equity, but there's nothing to replace the two kids, affluent and not affluent, sitting next to each other in a class. They need to gain each other's insights and experiences. And the way it is presently, that does not happen. We keep them singled out in this particular area. But as you said,
048we tried it back in 93 and there were for all kinds of good reasons, I'm going to say it didn't work. There has to still be something in the back of our mind that say, "Hey, listen. We need to make a bigger difference with that group of students than we have in the past." >> Absolutely. Well, I think part of that goes back to then the the the big change in our resourcing model, right? From from an equality model where every school is receiving the same funding and everything to an equity model. So, we are not going to draw poverty out of lacrosse, right? That's not going to happen. And then the maps and the difficulties that we're experiencing with maps points to much larger problems that other municipalities around the country face as well
049in in how how poverty becomes concentrated and and how neighborhoods change over time. So that's not something that's fully within our control. But with our resource model then I would hope that the idea here is knowing that I think the state report card that came out showed I think it was 86% of students at at Hamilton specifically are socioeconomically disadvantaged. However the state's definition of that falls. So if we are adding a proportional number so the same you know 86% of folks in the new boundary area are now at that school as needs arise as as issues are discovered with the new boundary model we will be better equipped to resource the school >> would be my hope and what I'm hearing you say. Absolutely. And and I just want to still make sure that
050people understand that equity is great, but at the same time, there's nothing better than kids integrated across those lines sitting side by side in the same recess model, the same math model, the same science model, whatever it is, uh to have them in two different locations does not meet what society should be providing. >> Absolutely. Yep. There's a absolute benefit to diversity and having uh diverse view of the world and experiencing different uh backgrounds. It creates empathy and a better society as a result. Our goals are larger than just test scores. >> Yeah. >> You know, we're trying to create kids that have character and a better society and a better community as a result. >> Um if I might ask, what is our district free and reduced rate around what's a ballpark? >> We're
051at 48% this year. So back to your comment, Dr. Sprag, you know, when I started on the school board 20 years ago, it was around 40%. So it's not there's a trend in our community. We aren't going to change that. And so what do we do about that? Um, and I really respect your comments, Mr. Beeski. You were principal at Hamilton. I worked with you when you were there. Um, um, you did tremendously good work there. you you know that population and since you've retired they've only seen more challenges in that neighborhood and so I respect your comments but um I think we we have to really keep in our forefront how what can we do better for our most struggling kids and um I don't have any solutions but I think that has to
052be a priority for us to to think about but in the meantime uh in my opinion uh Again, I'm just one board member, but these boundaries were inherent in our decision when we made the decision on the referendum. And while in my mind, they're they're one and the same. And so, we officially have to make a decision on the on these boundaries. And I would be comfortable with approving these boundaries with the caveat that we continue to keep um a focus on what do we do for our most vulnerable students. I think I agree with your sentiment too and this is something where I'd feel very uncomfortable alternating considering this was something that people voted upon in the referendum as well. But um I think as you said it's more of a development of what
053the resources we have around them. We're able to as you say put the money towards the kids that need it right there and I see a lot of opportunity here with these new consolidated boundaries to do just that. Yeah, I I I agree that and we talked a lot about the one of the benefits of the plan as it was put forth for put forth, excuse me, was that it kind of regularized the boundaries. And the reason I asked the question about like what are the tensions we're working under with intra district transfer and and and choice and charter and everything is when you see a nice neighborhood boundary, it makes sense. And but at the same time, we're not a district where you're locked into your neighborhood school. And so those are enrollment management
054challenges that I appreciate you giving us the information about and how you're trying to reckon with what the challenges will be here. Um but yeah, largely I agree. I think that the the new boundaries or the proposed boundaries do make sense and hopefully with the changes that the referendum construction has has made for us, it is going to provide greater flexibility in our resourcing options. I think there's also some disadvantages of being bust as a child. >> Obviously, you're spending a lot of time um that can be used elsewhere on on a bus. So, there's there's no perfect system by any stretch of the imagination. And if if we wanted to have equality and you know in one aspect that would be super but it's it comes at a cost as well. one the cost
055of busing but the other is for the children itself um that that can be difficult on a kid as well. So, >> and there's um two additional factors I can mention. This year, for the first time, I think since I've been here, we've been taking a closer look at our intra district transfers. At some of our buildings, we not only have a concentration of poverty, we have a concentration of special education needs. And so, you know, we'd like to honor intra district choice wherever we can, but we also have to preserve the capacity of buildings to be able to function. And so, we've denied some intra district transfers this year. um on the basis of trying to like limit the challenges that collect in a single building. And so those are difficult for parents to
056hear, but we know that their child will be served better elsewhere because there's more capacity to meet their needs and we're preserving the ability to meet the needs of the students in the building that they would have gone to. So that's something that we have tackled a little bit more um um we've been more forward on this year. Um and then the other thing is um our buildings like North Side and Hamilton and Hinchen have lots of assets as well and they are attractive to a lot of our families and they want to go there. Um they have their community schools at Hinchin or at Hamilton and uh North Side. Uh there is diversity there and so we've developed programs around diversity that really make kids feel welcome and included and there's a high sense
057of belonging at North Side and Hamilton and Hinchin as a result. And so there's actually this uh factor that comes in where you know, hey um my my friend or my my aunt told me like this is a really good school for somebody who looks like me who has the background that I have. I want to go there. And so there's almost a effect of a network effect that brings kids in uh that have similar characteristics in some cases uh concentrating some of those things a little bit more. But it's because our teachers and our staff do such a great job meeting their needs and creating such a welcoming space. And so there's real uh positive things that come out of this as well. Those uh buildings do such a great job of of welcoming
058all kids, creating that diverse learning environment that we would want for every student. >> We heard a lot from this end of the table. Do folks on this side have a lot or have comments they'd like to share, questions you might have? I was doing the uh building utilization calculations just to try to understand balance um in a lot of our buildings. Do do we look at especially schools that have a um high rate of economic disadvantage? Do we do you guys h purposefully keep a lower building utilization rate to allow teachers to have smaller class sizes and spread out or is it just by chance because there's some of our those schools have that? Um is that part of your the way you look at resourcing and and staffing or or or is that
059just some of it by chance? >> Uh it's actively the former. So um if the building capacity is 425, that's assuming every lower elementary classroom has 18 and every upper elementary classroom has 22. Uh but using lower class sizes and equity strategy so that students get more one-on-one attention, you can manage behaviors and other special education needs better. Uh those class sizes might be 14 or 15 instead of 18. And so then that compounded across an entire school brings down uh the number of students that are enrolled in there. Um we also have just kind of by chance differentially seen more declining enrollment in some of those neighborhoods that um have higher levels of poverty. Uh they happen to be older neighborhoods and so um that's aligns with that as well. You know, Hinchin is
060an example where, you know, in recent history it was 420 students and now it's down to around 200 and that has nothing to do with, you know, intra districts in or out or or choice. It's just there's fewer kids that live there. You know, every house went from having four kids to having one or two. >> Yeah. >> Uh and that's just uh it's just a demographic change. >> Yeah. my neighborhood when I was growing up. It was lousy with children. >> Yeah, that's that's where I live too. And I mean our our yards connected. We don't have an alley behind our house and it was just there were just kids all over running around and that was 20 some years ago and now just us old people hanging out. So it's just been a
061change in demographic. Any other comments? >> I just want to make sure that we explore that if we do during our retreat. Um I think that I look at some of the because we're going to look at the southside boundaries tonight because it all relates down to the consolidation effort and um but if I look at the north side boundaries there's there I think there's some broader topics we can walk through which we've touched on some of it but also I think going back to how do we structure operating referendum and how do we tell the right story of the community on the good work that's going on and why we are different than some of the other communities in our area and how we have to staff and some of the challenges our teachers
062you see every day in the classroom. I think it allows us to tell a broader story. Um, but for me, I probably need a little more education on what that story looks like because I'm not an educator. Um, and I just hear from our teachers during link pages. And so for me, I just I think I want to touch on some of those topics when we sit through. >> I just add that I appreciate the attention to like continuing to think about the resourcing of the schools as they shift and change and as new problems emerge. One thing we've heard a lot at the linkages is that they just need more people um to address the kinds of issues that are coming up in schools. So maybe we can sort that as we get through
063>> but I'm comfortable with the boundaries. So I was around but I was around for the conversation. It was all direct related. We spent a lot of time talking through >> how to do this in a thoughtful way. Um so for me I'm just I'm comfortable with this topic. >> Molly or Tim? Well, I mean, I agree with all of that, >> but I do agree with this is part of the referendum, so have to >> I don't want to stray too far from >> I wasn't around for any of those conversations, so I'm just trying to soak it all in. M >> well the other thing is we have some people that work with the city right now and I don't know whether it'd be possible or not but sometimes the reason a neighborhood
064deteriorates is because houses that are regular houses single family dwellings are turned into rental and is there some rule policy that could be enacted that would say hey listen we need to limit the number of rentals in this particular area. Um that's basically where our neighborhoods are at. >> The city has had that >> after many years. Um >> mortorium >> and the the the bottom line is while some areas uh adhere to that, there's a lot of rentals that aren't rentals and you know they don't they don't do the proper paperwork. They don't file for it. So it's it's a tough situation. But they actually do have a rule of law, you know, locally that you can only have so much rentals. Now, we're coming to the point now where we're not speaking for
065the city, but being that we're strapped for um growth, we're allowing more of that because, you know, you make it a single family, a two family, it allows for more people an opportunity to find a home, too. So, it's kind of a >> double-edged sword. >> Yeah, it's kind of a double-edged sword. Yes. We have a shortage of affordable rentals and so there's always pressure to use those larger homes in that cut up way for students. >> I mean the schools can't just take this on. This is a societal issue and we need to make better cities. >> With that said, do would we like to take action on this this evening with a motion? >> I'm comfortable approving this. So, I mean, I'll make the motion, see where things go to approve the proposed
066elementary school attendance boundaries per the 2024 capital referendum as presented. Do >> I have a second? >> Second. >> Okay, motion is second. Any further discussion? All those in favor of the motion signify by saying I. >> I. >> Those opposed? Motion carries. That's a big thing to get done. Good job, folks. referendum construction plan update. >> Um I put a picture at your seat that shows today's snapshot of State Road Elementary School. Um kind of in the middle towards the back, you'll see a big uh plastic sheetated enclosure and that's where they're working on masonry walls. Uh so exciting uh for that development to come about. And I think Joe told me utilities coming in over winter break. Uh so making good progress. The weather hasn't set them back. Uh it was cold over
067the weekend, so that works for us. Uh there certainly going to be some winter conditions that they'll be managing, which is typical these days in construction. Uh and excited to see the project move forward. >> Any questions? >> All I got to say is I don't remember voting yes for having snow on the referendum at all. Way too much snow this year. So far. >> Absolutely. >> If we had the power to not vote for or to vote for no snow, I tell you, you'd have a vote for me. >> Bunch of wrenches. It's beautiful. >> Across the road there would be that truth. >> Snow is needed. >> Transport north side. >> I guess we would not have a unanimous vote on that. >> Okay. Then we'll move on to the next item, the
068January 24th board facility retreat. And Dr. Dr. Engel and I have kind of talked about a outline for the uh day. So I'll turn over to you Dr. Engel. >> Uh let me look up that I had four items listed in a email I sent recently. The first was naming process and ideas uh for our elementary schools. Um building condition assessment. So um giving an update on the status of our buildings uh and their uh various uh components uh facility planning exploration for example middle schools career teched extracurricular spaces the things um that we want to see in the future and then referendum and finance financing planning. So thinking about timelines when it would be when our existing referendums fall off the books and when new ones uh could be picked up with less um
069economic impact for our taxpayers. Um and then um given what um Mr. Jackson just mentioned, you know, we can also think about north side boundaries. Um, uh, the structure of our operating and capital referendums, which fits into this, and then, uh, potentially just thinking about how we resource the school district, um, both in terms of facilities and, uh, operating referendum. We're going to tie any of the conversations we've had in the past on um activities and sports because I mean a lot of what we're going to be talking about are going to require conversations around facilities where we want to invest. Do we need extra space in some of our sites? Um to me it's it's it's kind of one and the same. >> And my suggestion is that we somehow just like we have
070a supervisor for curriculum curricular areas whether it's secondary elementary music arts whatever it is I think we need a fac a director a supervisor for activities someone that addresses and knows what's going on at both high schools the middle schools etc. I don't think we have a good handle on that. And one school could go in this direction, the other school could go in that direction and yet they really don't communicate with each other at all. So I would recommend very highly an activities coordinator for the district. >> Certainly something we could explore. >> So if there are um Dr. Dr. Engel and I talked about some materials that'll be prepared for that day. But if there are pieces of information that you would like to have um on that day or before that day,
071let Dr. Engel and myself know so that we can make sure everybody has the information they need so we can have a good robust discussion. I'm assuming we're going to be at a high to medium level. We're not going to get into the weeds, but we um we'll start setting some some bigger plans like that. I um I think that's a very aggressive agenda. I don't know that we'll get through all of it, but um um we'll get through what we get through and we'll figure out what to do with the rest. So, I'm excited about that. >> And I'm not again I'm not sure I'll be home yet because I don't plan on being in this city in January as much as possible. So, just FYI, I'm going to try to get back, but
072I'm not sure. >> But if you do, you'll have a nice tan. >> Yeah, I will. >> There is a virtual site. >> Yeah. Yeah. No, >> you won't be there either, will you? >> Have to vote yes on the snow. You're leaving us while there's snow. >> Molly, >> yes, I'll be here. >> Oh, you good. Okay. >> Um, okay. Then we will move on to communication from our student representative tonight. We have uh Mr. Sky from Central. >> Okay. >> Yeah, I know. I know. I I feel like I missed a memo. Um, I'll just open. Uh, I really would have loved that snow day. would have been really nice. Um, you did have quite a few Angry Central students. >> Nobody emailed me this time around. >> I considered it. I literally
073turned to my classmates and said, "I don't know. Maybe I'll be able to pull some strings." And then I decided that that was a lot of work and I didn't want to do it. >> I'm in the building. >> Well, yeah, I know. We said that was a brave choice for um there was an orchestra and choir concert last uh Monday. Went really well. We had um both orchestras perform and all of the choirs handful of pieces each and then we had peace piece combined as is tradition. Uh there's a band concert that started a whole two minutes ago which I will be attending as soon as I'm out of here. Uh go support my friends on January 29th. I brought it up a handful of times but I am certain on the date this
074time is Hoops for Hope. Um as it gets closer I can talk about it more but it is a charity fundraiser for the Pinky Square Foundation. uh class is putting in a lot of hard work, so I'm really excited to see how it turns out. Uh NHS just finished a toy drive at Central as well. Um I don't know the results of that one. I'm not in in NHS, but I might be able to find out how it went. I know a handful of people who had given donations, so who's to say? Uh and winter break can't come soon enough, and semester 1 ends not long after that. I'm stressed out of my mind with semester 1 ending because I have at least three classes that are all of a sudden being like, "Oh, I
075didn't tell you we're going to have a final. Yeah, good luck." Okay. Um, yeah, that's basically it. It's been fairly boring. Could have been more boring with the snow day. >> That was a very exciting report. Thank you, >> Mr. Beeski. CISA 4 Board of Control. >> This was one of the better ones as far as agenda items. um CISA for like the school district or ceases across the state from what we were told they're short of money in order to do things and so the question is how do you raise more money they have this program called liftoff and they would like to get more people involved but that costs more money and they're short of money now so what they're trying to do is they're going to check into having more business cooperation
076and so they're this coming within in a week or so, they're going to have all kinds of business people from the area to come in and they would then convince them and go through and form a 5013C nonprofit and therefore the businesses could give money and call it then a deduction. And from the phone calls that were made between Paul Fiser and the business people, they really are pretty excited about getting involved in education. And so that was a pretty big thing. Liftoff, which I had talked about previously at a meeting, is expanding. It is now in Homeman, Whiteall, Get Melrose, and Elma. If it was there before, it's expanded. I know I mentioned Whiteall before, and I believe I mentioned Lea Strum also, but this time I didn't. I forgot on my list. But
077anyhow, they're moving strongly in favor of that. So much so that they need additional staff to uh staff develop schools on liftoff. And the big thing was the 5013C nonprofit access to money. So they're short of money, but they're finding a way to raise it. >> Thank you. Any questions? >> Dr. Garcia, Lacrosse Public Education Foundation. >> Excuse me. >> Yeah, I had the pleasure of delivering the gold star grants to Spence Elementary last week. Um there were two programs there that got funded. one music with minis which was a 4K music program um supplying ukuleles to the teachers and some simple songs that they could sing with their 4K um students and the other was literacy under the lights that was Michelle Powell who got that and then literacy under the lights was proposed
078by Jocelyn Buckton Michelle Pow Powell Mitch Olsen and Casey Noble and that is a program that partners high schoolers with elementary schoolers for reading on the football field >> and they'd seen the program someplace else, you know, advertised. It was really popular and they thought, why can't we do that here? So, um, they put that together. So, that was really exciting. It was accessory day, so there were lots of kids in teachers in reindeer horns and, um, jingle bells and all kinds of things. They were waiting for the students to notice that all the teachers had some accessory, Christmas accessory on, um, or winter accessory on. Um, so that was exciting. And then the other thing is January 16th is the grants award lunchon. You can buy your tickets now. It's $35. Um you should
079try to buy them before January 2nd to reserve your spot and they'll honor all of the teachers who got gold star grants and also our own Brad Corborg who served on the board for many many years uh is getting a distinguished service award at that ceremony. So sweet. >> Yeah. There is a flyer going around about availability for that day. So I want to make sure we get that back here. So okay. Uh Mr. Alberts and Mr. Newer the school city school consortium. >> Uh nothing to report. We haven't had a meeting yet. >> Okay. >> Um >> hopeful to schedule some in January. >> Yeah. Go ahead. This is a changes subject, but on the grants and contributions for the board of education approval, um I just have a question of interest. Uh I
080see some numbers here that gr schools have been awarded, but I really don't know where it goes. As an example, it says 20,000 to the school district of Lacrosse, WEA member benefit foundation, and it says mental health. Is that to hire a person? Is that to allow >> You're ruining our agenda for the next meeting because we're going to have that as a as a spotlight. >> Yeah, we were fortunate to um apply for a benefit through WA benefits trust. Um we are also fortunate to have an employee who serves on that board and so made a connection uh on the on behalf of uh Lacrosse and it's for um mental health supports and training uh particularly with the neurode divergent or uh neuro >> neurode diverent >> because it's not divergent neuro >> development
081>> neurossequential model and education neurossequential model and education there >> got narrow I'm good >> we're we're gonna by next Jan in January after our first meeting you're going to be experts after a very short presentation where we celebrate the award and a commensurate award by uh Mayo Health System who's chipping in to help make um the training that we're able to divide provide actionable in classrooms. Uh and so really neat stuff and we'll be talking more about that. Then >> another one would be the Logan Middle 10,000 the original get moving crew student needs. >> No clue. Uh if I knew everything that was going on in schools. I think it's interesting, but I just want would like more detail in terms of >> You want to send us an email on >> I
082can definitely follow up on that. Any others folks are interested? >> Some are pretty uh pretty straightforward. Healthy snacks, classroom supplies. It's >> even Logan High School Bernard Family Foundation. I mean, it's 20,000, but it says scoreboards, so that makes sense. I mean, I know what they're buying. They're buying stuff. Absolutely. But some of those weren't clear. >> Nope. Absolutely the case. Um, so I will follow up on the original get mov >> that's a man who sits on a board of control right now. >> Um, for my announcements um reminder, January 24th, uh, starting 8:00 until 2:00 p.m. um, will be our retreat. Uh, it sounds exciting, but it's not like there's no spas or anything like that. retreat sounds so much more luxurious but than what we're going to have. But I I
083think it's going to be a good day. It'll be nice to be able to sit down with a rested mind and be able to work through some of these um issues. I'm looking forward to that. Um our January meetings are the first and fourth Mondays, not the third because of Martin Luther King Day. So, make sure you mark that on your calendars at conflicts. >> Well, that's what I'm telling you. Um, but my most exciting announcement, we just got an email uh the last couple days that a central student Ruby, I don't have her last name, um, submitted artwork to the state, uh, schoolboard convention and has won first place in the 2526 student art exhibit awards. Um, she will be presented with her award at the uh, convention during the Wednesday general session at
08410 a.m. on January 21st. um her teachers uh Lori Ashenbrunner and so I'm hoping they'll be able to be there um to receive that award. And then her artwork will be framed and on display at the convention um 21st and 22nd. And um it's she's just making us look really awesome and I'm super excited to go to the convention and be able to celebrate our students. And um it's it feels good to talk about this when we talk earlier in the day about or in the meeting that our student scores maybe aren't where we want them to be, but we're having holistic students and we have students that can get this kind of award. It's pretty awesome. she gets a actually a cash award out of some of this. So, it's great for her. So,
085I just want to celebrate that and uh congratulations Ruby and congratulations Miss Ashenbrer. >> Congratulations. >> Yeah, Dr. Angel. >> Um the last day of school before winter break is December 23rd. the um temperature in the district offices on the 22nd and 23rd might be a little variable as they're putting in the HVAC unit that day. So, that will be good. Um the office will be closed uh at at the district office on the 24th and 25th. Um there may be some people around the 26th, but I highly doubt it. and then we'll be open the next week until the 1st and or the 31st and the 1st. So, um that's all the announcements I have. >> Uh we'll then move on to uh agenda planning. Um you have the January 5th, 2026 board of
086education uh proposed agenda. Look for a motion to approve that as presented >> or with changes. >> Make a motion to approve the January 5th, 2026 board of education agenda as presented. >> Second. >> Any discussion? All those in favor of the motion signify by saying I. >> I. >> Those opposed? Motion carries. Tonight's debriefing will be done by Mr. Adama. >> All right. First off, >> you prepare. You'd look surprised I had called. >> No, I forgot about this completely. So that's on me. Um, so I just completely skipped past and have debriefing. First off, merry Christmas. It's the last board meeting before Christmas. And I'm telling you from our presentate presenters we had yesterday, we certainly felt the Christmas spirit come in here. Trevor was singing along with >> yesterday. yesterday. Earlier tonight,
087>> earlier today, >> so it made for a fun start to the board meeting and it kind of flowed through through I can't speak today. It flowed throughout the the rest of the meeting from there and um I'd say we had a lot of good productive talks. Um I'm glad we got the elementary school attendance boundaries set in stone and talked more about the rec room construction plan. And I think that's all I have really. Merry Christmas. >> Merry Christmas. >> Happy holidays. >> Mr. New, are you here that on the 5th of January? >> No, I'm not. >> So, Mr. M, would you like to try it again then so you can fill in for him because he's on deck to do a debriefing at that point. So, I'll let you >> guess I'll
088wrap myself into that. >> We'll let you do another one. Um Okay. All right. Um make sure I don't have something else I was supposed to say. Um, so at this point, the board of education would consider a motion to move into close session Monday, December 15, 2025, immediately following the board of education meeting at Central High School room 232 pursuant to Wisconsin statute 19.85 PN1 PNC C for the purpose of considering employment, promotion, compensation, or performance evaluation data of any public employee over which the governing body has jurisdiction or exercises responsibility to with the superintendent's evaluation. Is there a motion to adjurnn into close session? >> Make a motion to adjurnn in close session for the purpose of state and Wisconsin statutes 19.85 or 85-1 C. >> We have a second. >> Okay. Motion
089second. We'll do a roll call vote, please. >> Mr. Alberts. >> Hi. >> Mr. Beeski. >> Hi. >> Miss Vooks. >> Hi. >> Dr. Garcia. >> Hi. >> Mr. Jackson. >> Hi. >> Mr. M. >> I. >> Mr. Newmeister. >> Hi. >> Dr. Sprag. >> Hi. >> Mrs. >> Hi. >> Okay. We'll take a about five minute break if anybody needs to use the restroom um in between and then we can have all the IT stuff get shut down.