001[music] Heat. Heat. [music] >> [music] [music] >> We love her. We love her husband. >> Well, there was one we need. >> Yeah, that's right. [laughter] And I'm not even supposed to be, but he isn't. >> Cell Tower says it's 6:00, so we'll call the meeting of the Manatwalk School Board to order. Um, at this time, if you please rise. The National Junior Honor Society students from Wilson Middle School will be leading us in the pledge to the flag of the United States of America and to the republic for it stands one nation under God indivisible and justice for all. [clears throat] >> Thank you. And we will meet them later. They're [snorts] doing a presentation to the board. >> [clears throat] >> find out get some introductions later with that. So, we appreciate you
002being here tonight. >> Roll call. >> Christopher >> here. >> David Bowman >> in attendance. >> Hansen >> present. >> Ann Wilson >> here. >> Mary Wolfy Blanik >> present. >> Keith Shaw >> here. >> Harry Ch >> present. >> We'll open up [clears throat] the public comment. We have one speaker tonight, Sarah Weinberg. Yes, sir. >> All right. Uh Sarah Weinberg, uh 2919 Jar Road Kum speaking as the president of the MA. Change has become a constant in education, especially over the last decade in our district. New standards, new technologies, new expectations, and new challenges seem to arrive every year, sometimes every semester. And yet through all of this change, teachers and your staff remain. We are resilient not because change is easy, but because it is hard and we show up in it.
003We adapt lesson plans overnight, learn new platforms on the fly, or rethink how to retach students whose needs are always evolving. When circumstances shift, we don't ask whether the work still matters. We ask how to make it work. Persistence is the five strength of it's found in the teacher who tries a new approach after the first one fails. In the educator who believes in a student long before that student believes in themselves and the professional who keeps refining, reworking, and recommitting day after day because the impact on a child's life is worth the effort. Resilience doesn't mean teachers are unaffected by change. It means they move forward despite uncertainty. It means turning obstacles into opportunities and challenges into growth. We model this resilience for our students, showing them how to face change with courage, flexibility,
004and [clears throat] determination. Because of teachers, classrooms remain a place of stability even when the world feels unsettled. Because of our persistence, learning continues. And because of our resilience, students learn not only academic content, but how to persevere through the change themselves. Teaching has never been about standing still. It's about moving forward together. And time and again, teachers prove they are not only capable of navigating change, but of leading others through it with strength, purpose, and heart. As our district moves forward with consolidating rema we remain resilient and persevere for the success of our students. We will [clears throat] continue to work together to support one another. Thank you. >> Thank you Sarah. Having no other sheets or people are wishing to speak. Um we will move on with the agenda and we go to
005the consent agenda. Is there anything on that that somebody would like to pull up and discuss anything? [laughter] >> Why you >> nothing my bingo card? >> Oh, sorry. >> So, do I have a motion to approve the consent agenda? >> I'll move that. >> I have a motion and a second from David. Um, any other discussion? All those in favor say I. >> Those say nay. and notice are approved. We go to our student representative Lulu for your reports. >> Okay. To wrap to recap what we've seen in LHS sports since our last meeting. Girls basketball stands with a record of 9 to 11, boys basketball with a record of 7 to 11 and boys hockey with a record of 3-11. Our wrestling athletes completed their season at their last home meet with record
006wins from all five seniors. For our artistic sports, the varsity dance team ended their season placing fifth in division one hip hop at state. Our cheer team attended UCA nationals in Orlando, Florida for the first time ever. And although they did not place, they achieved one of their highest scores ever. To wrap up to wrap up athletics, gymnastics currently has a conference record of 3 to one. And for our non-athletic clubs or other student or organizations, at this time there are no known notable events or updates due to the beginning of the second semester. Thank you. >> Thank you. Any questions? >> There's a musical coming up. >> Oh, is that >> that's next week? >> Yeah, next weekend. Friday, Saturday, Sunday mat. >> Yep. >> What is the name of the musical? >> 9
007to5. And um Jackie Dram was invited to sing at the Apple local arts. She was juried in and she's one of like six kids that has a solo or something like that over there at the PAC. >> It sounds like the the front row knows about it. [laughter] >> Very cool. >> Next weekend, Valentine's Day. >> Got an idea for a gift. >> Week after >> the week after the weekend. You're at the symphony this weekend. >> You got a rice up for this weekend. The symphony this weekend has two former students from Lincoln, one of whom finished her doctorate in um opera performance. So yeah, >> very cool. >> Report of the super. >> Thank you. Uh I'd like to start uh tonight by uh thanking uh members of the Wilson Junior National Honor
008Society for being with us. They're going to do a brief presentation about their organization and to introduce them, Principal Anabi. This is Miss Stephen. She's one of the National Junior Honor Society's adviserss. Miss Dela also, but she's not feeling well tonight, so she wouldn't have. I'm going to let these three young individuals [clears throat] introduce themselves. This is the prime opportunity for them to show off their speaking skills. >> I'm Homer Wineberg, NJHS vice president. >> Um, I'm Annie Ky, NJHS's treasurer. >> I'm Claire Hoffman. I'm NGHS's president. >> Do you want them to present right now? >> Are we pumping it up? Fantastic. >> Oh, it's it's part of the super dense report, but we just got through stuff quick, so yep, you're on. >> Wonderful. [clears throat] >> I think there's a clicker
009there if you need the clicker. And good to go. This one. Yep. You got it. >> At Wilson Middle School, our chapter of National Junior Honor Society has 60 members pledged [clears throat] to uphold our five pillars: scholarship, leadership, service, character, and citizenship. As NJHS uh members, we complete community service 25 hours a year, put together social events and fundraisers to assist the community, and much more. Um we uh for we did for NJHS we do a social action project every year and this year we had an idea for a social action project to do something with homeless shelters. >> So we uh virtually met and in person met with two different groups. one group or one shelter being the haven and one shelter being the hope house. >> Uh for the hope house, we
010asked them a few questions during our virtual meeting like what they do for the community, what would be helpful to them and how can we MGHS support them and they told us that they were always in need of blankets. Like that was a very big need of theirs and that they were always in need of volunteers. So, we had the idea of creating blankets, like us making them to supply them and and [clears throat] they suggested volunteering. So, we set dates for groups of NGHS members to go in and help out with whatever they really needed. We then we met with the Haven and we had a representative come into Wilson and we asked them the same questions like what they do, what would be helpful, how can we support them and they said that
011they were in need of hygiene products and cleaning supplies um and and also volunteers. So, we had the idea of a supply drive at Wilson to collect cleaning supplies, hygiene products, and for the and donate them to the Haven. And we and then they suggested volunteer work like the hope house did. So, we set dates for MJHS members to go in and help out. >> Cool. >> Going on to the supply drive, we created various steps to complete this. So after meeting with the Haven, we had the idea of creating a supply drive where students could donate hygiene products and other basic necessities for those in need at the Haven. Students can bring items such as garbage bags, air fresheners, zip up bags, light bulbs, disinfecting wipes, and more. Going on to the steps, first
012we want to create groups um to figure out what we need to do. We created groups as decorating and creating boxes, posters, announcements, county collecting and all the all much more. And going on to that, we help [clears throat] we um created the announcements, the boxes to help advertise and supply dive so more kids would like come and help. And we also created prize for them because, you know, kids love to have be competing for a prize. And that's pretty much what we did. And then afterwards we collected items from the advisories and delivered them to the haven. >> Back to that >> going out to supply results. We did get um >> we did get a lot for them. It was really nice. >> Um and we've been going in groups for the haven
013to like help deliver them and to help volunteer. >> Yeah. After meeting with the Hope House, we decided to create tide blankets to help support the families uh with something of their own. On Saturday, April 18th, we will be working at Wilson to create the blankets and we will be delivering them to the clubhouse. >> Uh we did a lot of volunteer work. So, a couple weeks ago, our secretary, Kyla, who's not here tonight, took a group in and they volunteered at the Hope House with eighth graders in the morning and then they volunteered with seventh graders at the Hope [clears throat] or at the Haven and the afternoon. I went yesterday and it was a lot of fun. At the Hope House, we uh organized a toy room for their families and it was
014a lot of fun. And then at the Haven, we or we organized clothes. We cleaned some items and other stuff. Yeah. >> And yeah, it was just a lot of fun. So now I'm going to turn this over to Anna. [clears throat] >> Going on to our annual student staff volleyball tournament. This is probably the most fun project that we do every year. This is our second annual one obviously. Um and we do we do this tournament. I started last year as you know for um to help like with to help with our um I can't think >> to help with our just like yeah for um for our social action project and all that stuff. So first we created groups to help with this just like we did with supply drive. We created groups
015as like tournament workers which are lined up as concession workers and announcements to help for you know all stuff. And we created um a team sign up via Google Google forms where teams could sign up and they could um pay $25 per team to get in which is like $5 per person and they can play against um staff and and against the other students obviously and it just a really fun time with all friends and stuff and it's going on March 11th from 3 to 6 and it's probably the most fun like project we ever do. >> Yeah. Adding on to that, um, it also gives students like a way to interact with upper, like if you're a sixth grader, you can interact with seventh graders and eighth graders and vice versa. So, yeah. Um,
016we just wanted to tell you guys how grateful we were to come and present here. So, that's it. I have a question. Um, first of all, thank you. I think this is outstanding. Thank you for your work and thanks for being a member of the National Honor Society. So, now does this follow you all the way through Lincoln or when you get to Lincoln, are you automatically members of National Honor Society or do you have to reapply for membership in the National Honor Society? Well, we have to reapply. >> Yeah. >> And but it's just it's just a good starting base like show us what like it's going to be about. Yeah. >> Awesome. I'm sure you'll make it. No problem. [laughter] >> I'd like to thank you from the board. You honor us by
017being here tonight. Um you [clears throat] honor the people you work with every day in the school as teaching staff and your people that you go home tonight, moms, dads, whoever is caring for you. Um, this is this is something good for us to see as a board because sometimes we have other issues that aren't so much fun, but it's always great when the kids come in and just tell us what's going on and what you're doing and the extra and this is an extra thing you do and that's real important because you got to do extra things throughout life. All right. Appreciate it a lot. >> Yes. Thank you. And um you know on behalf of all of your teachers and folks who work at Wilson um they're very proud to watch you do
018this and what I would tell you and challenge you on um you talked a lot about the things you're doing. The a lot of the things you're doing has impact and so many things we see in the world today is a lot of words, there's a lot of this, there's a lot of that. uh but the things that you're focusing on the pillars of your organization you're living those out and that's the whole idea of leadership and so I just on behalf of the district u we're very grateful to have had you here to share with us tonight and we're also very very proud of you keep up the great work >> um [clears throat] as I move forward I'll just highlight a couple of other things on >> you're all welcome to stay and
019watch >> [laughter] >> about to get really good. >> If you really [laughter] >> just uh briefly share a couple other things. The rising tide award winners for February in the district. Javani de los Reyes, custodian at Madison Elementary, Carl Black, the EL teacher at Lincoln, and Amy Whiser, counselor at Jackson. Uh we're all winners of the Rising Tide Award uh for February. Um I'm pleased to u share with you that our recent 4K open house at Riverview Elementary was very successful. It [clears throat] happened uh uh gosh, last week, I believe Monday. Um I stopped by there. It was a full group of folks coming through. they had opportunities to learn about our programming for next year. Uh go see some of the classrooms and interact and find out um a little bit more
020about the partnership that'll be working with the Y. They were also on hand. Um I talked to um Principal Kalen about how she thought things went. She was very pleased. Um she indicated that typically they have between 40 and 50 people visiting and they had over 100 visiting for this one. So it was a great turnout. So, uh, I'd like to thank, uh, Heidi for working, uh, with them, uh, and the partnership that we've been able to put together, uh, because I think it's going to be really, uh, wonderful for our families. Um, >> could I ask that that increase the number you is contribute to the all day 4K? >> It's hard to say at this point, but there was a lot of interest in that. >> Good. Yeah. Good. >> Yeah. Um, so
021registration for that will open up very soon. Believe in the middle of the month. Uh, correct, Heidi. Um, and then so we'll be able to start counting the ones coming in and registering and figuring out where we're at for next year. Um, just sharing this briefly. Uh, it's an in it's going to be a project that we're going to get a lot of our stakeholders involved with. Uh, calling it students at the helm, the logo project. some of our high school students in graphic design classes are going to work to uh put together a series of uh logos uh that will be considered for potentially rebrand logos. Um we did talk about having a little competition once they're developed. Our PR team is going to narrow down some choice and then we're going to do
022a little tournament style voting with community members uh as well as staff members and students uh to get excited about that. And yes, for those wondering, we will keep the current logo as a choice for voting because a lot of people have asked that like not we're not automatically changing, but uh we will follow the will of the people, so to [laughter] speak, uh on this, but it's really cool to get the kids involved. We think it'll be a fun uh spring thing for uh the community to also engage in as well. Um, you can see under my professional learning update that I've been able to attend a few workshops. >> Back up just a second. Sure. Um, with the the branding questions on that, are we looking at changing the MPSD logo as well?
023So, the the sports logos, the academic logos, [clears throat] the MPSD logo, whatever. >> Yeah, we're looking. Okay. >> Yep. >> Okay. Um, >> I got to get >> professional learning, uh, some workshops if you have any questions about any of the things from there. Um, and then I will just say we've had the first two meetings of the Madison and Jackson legacy committee. In fact, I just came from Jackson to this afternoon. Uh, we had an hour and 15 or 20 minute meeting. It was fantastic. Both groups are really excited about things they're putting together. Um things will come out soon on that. Uh we're going to put out the goal will be a press release that'll be sort of a joint press release dealing with both events. Uh so we'll kind of do
024two at the same time. Uh because both of them are going to involve the community and getting them involved in sharing stories and sharing memories and sharing artifacts. Uh but as soon as we get all those things nailed down, we'll be getting that out to everyone. Uh planning will continue. I think we just planned another meeting for two weeks from now. uh we'll continue to work forward and I'll keep you updated as to uh what's happening with those things as well. And then just a reminder for those of you attending, we have the Wards of Distinction Chamber of Commerce on Thursday. Uh I believe it starts at uh >> 4:30 is the social 6:00 program and we're there to cheer on the >> vast number of MPSD nominees for the education impact award. We have
025uh one person also Claudia Piser nominated for young professional of the year and of course the district for large business of the year. So we're very excited to celebrate that on Thursday of this week. So um those of you who are attending that we'll meet up there and uh we can back left. We'll sit [laughter] in the back. >> Uh that concludes the comments that I have prepared if anybody has any questions. >> Yeah. [clears throat] Any questions? [snorts] >> Seeing none, we do not have any unfinished business, >> but we have to go to the director's report first. >> Yeah. >> Any questions on the director's report? Yes. And >> and I spoke a little bit with Mr. Shaw and Mr. Mel on this. This was the request for proposals. Um it looks like
026we're getting we're requesting two, right? One for the audit, one for the employee benefits. My questions there and that that seems, you know, we haven't done it for a decade. Makes sense. I um had a few questions on who the selection team would be. >> Well, we I I wanted to run the RF Oh, sure. Yeah. >> You want me to talk in your back in your head? No. [laughter] Um, I wanted to run everything by, you know, put the RFP out so you guys can see it before we start sending it out or anything like that. Um, the the the audit is a going to be a much smaller group because it's a very business office focused sort of thing, but then with the benefits obviously is a much bigger deal. um you know
027somebody from H someone from from HR uh Sasha who's in uh in Stacy's department's gonna participate. I'm hoping Lee has the time to participate too. That's a big big thing. Um looking at the you know a different broker for self-funded plans. Um, we've talked to other superintendents in the area. Um, and I've talked to other business managers, folks to hear about folks that they've worked with that that they've enjoyed working with and felt like they've been able to do some innovative things with u with their self-funded insurance plans. So, just want to see what else is out there. >> So, I guess a follow on question and then this is more for Mr. Tennis and Mr. Schwarz. We had talked about an approved uh that there was going to be an RFP for CEO, a
028construction manager, right? Is that something that we are going to just be able to see that RFP how Nathan showed us these examples? >> Uh yeah, you were emailed that RFP before it was sent out. >> I guess I missed that then. >> Well, we were at the convention or whatever, but um yeah, that's all out there and uh you know, again, we're in the process right now. Um so, just an update on where that one is. We had an initial meeting where anyone could show up who was interested. Just a Google Meet to say hello. This is where we're at. We appreciate you your interest. Um they're in the process right now of a questions phase. So any questions that any of the potential uh construction managers might have of the scopes of the
029projects and things of that nature, Mr. Schwarz and Mr. Hacker are taking those questions. Uh that phase I believe ends at the end of the week and then I believe on Thursday of next week Thursday of next week it will uh close and we'll have sort of a meeting to look over proposals uh Mr. Hacker will uh take any proposals we receive summarize them u those will be sent to Mr. Schwarz um Mr. Melia, myself, we have a meeting scheduled for the Monday following to review those uh with hopes of then being able to meet uh with Mr. Shaw prior to the finance and facilities committee to give him a rundown of what we've learned and then uh bring those um either finalist or fine, you know, recommended finalists to the committee in March. >>
030Thank you. Um to go along with with board members Ann's question um when when we get this person on staff and as Mike will present in a couple minutes a separation of what he would like to do and what this business this this manager would like to do. We have a current policy that anything over $100,000 must be approved by the board. Well, in in conversation, there's not going to be too many of these projects that aren't over $100,000. >> [clears throat] >> So how and through a facilities committee agenda without calling facilities committee into meeting once a week and if we wait a month to approve these contracts because we have to approve everything over $100,000. Um we're going to delay progress on on how these contractors are going to get going on a
031project. But if we approve the contract they could begin in a couple weeks. So, how do we as a committee not either get called into special meetings for everything that comes above $100,000 or or I I guess that's my question, Chris. >> Well, we have the list of the projects we wanted to and we have the probable costs. So if finance and ultimately the board approve each job up to that, that's the red line. If it goes over that, then it has to come back. But that way you don't have to meet every time everything comes in at a well, we got this one and you guys had okayed it for 120,000 and it's 114. It would be silly to come in and approve that. So you we we can approve all that work up
032to the amounts that are on that table that we already have >> of that we know if we only address right >> if we go over >> I'm I'm not sure that's accurate. Is there somebody we can confirm that with >> an attorney or >> well just over 100,000. I mean it's >> there has to be >> has to be exact >> board approval for >> a contract that you're entering in over $100,000. So now depending on whether or not there is for example bids that need to be approved. So likely what we would try to do is for those types of things that we take action on those would come through the committee for approval because they're over $100,000 and they need bids. Correct? Yeah, >> Mr. Milky. Um so so yes we have
033the general project list that gives us estimates but technically speaking following our policy we do need to have affirmative action on the uh projects for example the bids over 100,000 because we have to get bids for anything over 100,000. So ultimately [snorts] there has to be a recommendation made to the board and approval of that to enter into doing the work. So I guess the answer Mr. Shaw would be we have a couple of different options. Um one could be um as these come in um we could quite literally do a series of either bi-weekly uh virtual meetings where quite literally the only agenda items are reviewing essentially proposals. Uh they would probably be relatively short. Um I wouldn't want to have to make it so we had to have so many of them like
034where it's so maybe like at but thinking about once a month then really what you're probably looking at is you know two weeks from that point. Uh well al also we could circumvent the committee if you have bids that would come in for example let's say like we met last week as a committee what if something came in on Thursday >> that could be maybe taken up and the full board >> I think that goes to what Chris said then if we see that yeah if if we're presented by this manager or or or Mr. Schwarz, Mike, if we're presented this list of projects and and here's our range. Um >> Mike says it's going to commit at 114,000. So we say, "Okay, we'll approve this project at a committee up to 120. This project
035up." If we approve it in there and that's and that can get us through the month, we have that limit on there. Then we as a committee won't have to keep coming back because we've already >> approved the projects that are that are slated for that time. So >> yeah, >> when I think of this, if we put a limit on a project 120,000 and it comes in under that, why would we then have to approve that again? >> Well, it's a contract >> every contract, >> right? >> But do we have So we have to approve that before they can start work on it. >> Yeah, that's my question. That's why I'm saying though, if we think about this, you have your first week of the month, we have the committee meeting. The second
036[clears throat] week of the month, we have this. So, what if I mean quite literally, I don't think we'll be in too many positions, correct me if I'm wrong, either Nathan or Mike, where we would need to go like the very next week, but what about the week in between, you know, like the week in between the laps potentially? We could just like quite literally find I mean it's probably a 15 or 20 minute version >> and and we may be we may be ahead of ourselves but next month this committee will be looking at those >> project managers and making a recommendation to the board. >> Correct. >> So we're well on our way >> right >> to rocking and rolling with these projects. >> So Mike Nate in >> situations like this how
037much could it delay projects? That's one of my concerns because, you know, would there be delays on some because we don't do this quick enough >> or >> because we've got such a short window in the summertime here. >> Yeah. >> It could impact a project. >> But just knowing what what your requests are and that stuff, we'll just have to look forward and circumvent that. We'll just >> I think I think Mike presents a little bit. I've asked him to give us summer school projects. You're going to see projects that that are we need to get going to get going on this summer because they'd like to start stangle right away. So, we need to approve those projects and get these things going. >> So, we have the finance and facilities committee meeting. We
038have the regular board meeting. we could have until these are all done this the special board meeting will have a spot for this. So we've got for sure two a month. So every two weeks we're getting as long as we're timing out Mike. You're you're saying we we need we know we need stangle first. As long as we're prioritizing our requests for bids and getting those through the cycle properly, we should be okay. And if we have to add one or two in there as a as a remote board >> Yeah. Sure. >> So be it. I guess that's my thought. >> There's no more to say. >> All right. Are you comfortable with in those cases? >> Oh, sure. Absolutely. >> Calling a special board meeting to because otherwise what you'll then be doing
039is you'll be calling a special committee meeting, then the special board meeting, whereas we could just all get together >> and if we don't do something, I'm going to be calling these two [laughter] every week saying, "Okay, let's talk." We don't need to do that either. >> Yeah. Okay, that's off. >> Okay, thank you. >> Okay, anything else from directors? >> I I have a comment. >> Yes. Um, and this is I just in the report that I read the amount of fantastic things that are going on in our school forest. And again, thanks to >> Kelly Borant for what she's doing out there with this maple syrup and the the pavilion for that and the support from the Ro Foundation again supporting public schools and building that pavilion out there for the kids. Outstanding
040work. I I love her reports. at the end of the school year, but this just adds such a neat um a neat addition to those reports. So, congratulations to her and thanks for the report from the directors. Nice job. >> You know, I have I have a wonder on that, too. I mean, I remember my kids, I think it was sixth grade, went out for like what, two nights or three nights or something like that. Sixth grade camp. >> Yeah. And that was a you know, that was a really significant event in their lives. and and um you know I mean it made me happy and it made them different you know uh they saw the world slightly differently after that and um I I was wondering why we discontinued that and if if there's
041any possibility >> it's back on it's back on >> it's gone >> it's um this was the first year that it was back up to two nights since precoid so right after co um sixth graders were spending one night out at the forest and now it's back up to two nights. Um and Kelly and her her advisory committee um just continued to revamp programming [clears throat] and create really cool experiences for kids and um had an opportunity to stop out at a couple of the camps this fall and um it's just so cool to see students out in that natural environment and having opportunities to explore. It's great. Kelly does such an amazing job. Yeah, there were five principles that you know were kind of folk heroes in the city who got together to get
042the the the and I knew all of them and they were just you know they were much admired much admired people for this and I'm really glad to see that we're doing >> so my question is fill their their their hopes >> when are they going to go back to four days at camp [laughter] >> when you are willing >> [laughter] >> It's a wonder. It's a It's a great facility and we're lucky to have that. >> Yes, Chris. >> Yeah. Uh some of the choices that were made by teachers at 4 days we wouldn't want to go back to. So we'll just let that one go. [laughter] >> I thought you might want to know that next year is is it the 150th anniversary of school forests in Wisconsin? 100 or 150. And that
043year-long celebration will kick off at the Raar West School Forest because the state association has chosen us to be the starting point for it. So you'll certainly be hearing more about it next year, but I wanted you to know that that's coming. >> So can we go for >> retreat? >> Yeah, you retreat. >> Just wanted to get kudos. The pictures are worth a thousand words. Like in the presentation we had tonight in these two pictures about in their shoes. >> Oh yeah. huge and that made me think about how would I sit in that classroom and have somebody speaking to me in another language that I >> what they were saying. So, thank you for that. And um one last um for the the directors behind me just can you give me a feel
044for how what's our sentiment? What's our are people getting you know there's some choices coming out? There's some things, you know, where they're making selections mainly for the for you, Heidi, that are are we getting um cohesive? I know things are very still very nervous, you know, uneasiness, a little bit of apprehension for the changes, the big changes we're making. So, if you could give me a where we at >> just overall or are you thinking more about staffing specifically? >> Mainly the staffing and and where because we're making those changes and choices. >> Stacy's been really killing it with staffing. Stacy, would you like to speak to that at all? Yeah, I can give it just a quick update. Um, so yesterday we let staff know that they would be getting their new assignments.
045So last night I sent 150 second [clears throat] emails um, letting people know what their new assignments were. Oh wow. >> Um, and what if there was any movement um, there were some personal conversations that we had. So the director split those up and people that had a big change or you know we we are having to do some reductions. So I had to let some people know that they don't have a position um, right now for them for next year. Um, we had those personal conversations. Um tomorrow each of the buildings minus Lincoln and Stangle so K for K8 uh will get a um this is the roster for the upcoming school year. So we wanted to give people who had changes an opportunity to talk to who they wanted to talk to have
046time to process that. Um you know with changes like this there's some people who are not going to be happy um about the changes. There's some people who are ecstatic about the changes. Um, I would say I have a very I have less than two hands worth of people who I got messages from today who had some questions about why their position was chosen the way it was. Um, so quite honestly, out of 157 emails, if I have less than two hands, I consider that pretty decent. Um, and again, we're just trying to tell people we're trying to do the best we can to create the best teams to um, equalize our distribution of inexperienced versus experienced teachers and get people in the right spot. So, I think this like is a big band-aid ripped
047off that people know. Um, you know, I joked that the next thing is going to be like, "Where's my room?" So, I told Mr. Schwarz, "Get ready because now it's going to >> Yep." So, DPI uh I for what we call professional staff or those are those DPI licensed staff um K8 know where they are going. Lincoln is finishing up their um course registration. So, they'll do scheduling soon. So, we're hoping in the next couple weeks to get Lincoln settled and then my goal is to have support staff done before spring break. >> So, I guess I'd like to still hear those updates and see because I know it's all new. It's all very fresh, but just kind of get a feel as a whole how we're moving and what our sentiments are and what
048our emotions are and what we have to face next. >> Yeah. And I I will tell you, I debated putting it in my board report, but I wasn't quite sure when we were going to tell people and you know, the timeline has kind of moved based on new information we get all the time. So, I didn't want to actually put something in writing that would come out last Friday if I couldn't promise that it was really going to happen. So, that was why that was not in the board report. >> I Yeah, and I I'll just add I do think that there are waves of emotion throughout this process and today we had a today was a big one, right? So I think that things will settle again and then high school will go through
049this and then support staff will go through this and I I think each time we have this additional part of the process there's a little bit more ripples but um it it feels pretty calm like Stacy said for the sense that we had all of these people that were communicated with and we're not hearing from everyone but I think >> I'm I'm glad that today and yesterday are done. So, [clears throat] I think I just want to keep everything else on that. >> Yeah. And I will say we did also besides a handful of people who had some questions, we also Lee and I both got some emails that were like, "Thank you so much. We know this is hard. We appreciate the thoughtfulness. We appreciate you hearing our voice." So, we did get a
050handful of those emails today as well. >> Yes. >> Yeah. And I just an appropriate place under director's report, but just two things um from me. One is, you know, as Sarah talked about earlier, change is hard, but we're resilient and professional. And I see evidence of that every day in our schools with our kids, with our staff rocking it with kids. And um, you know, even, you know, an example of that this evening at the Jackson meeting that we had for planning the legacy stuff. You know, one of our teachers there is saying like, we got to get the kids involved with this. How are we going to get the kids involved in this? and they gave like half a dozen different ideas of how to do that. And I just think that the
051the the focus is where it should be, which is on children. And I'm just I couldn't be more proud of people for that. Um and secondly, what I would say is that, you know, the director team that you have working in this district, you should you should feel very fortunate uh that you have them. and I know I do every day. Um because they're they're working their tails off and they're really doing a great job because you have to understand that what we're what we're going through right now is something that many people won't ever do in their whole careers. Um and it [clears throat] it's challenging because you're doing your normal things that you would normally do all the time and you're adding a certain complexity and intensity to it with all of the
052emotions. So, just, you know, pat on the back to the team and just very much appreciate all of your leadership and work and we're here to work with our folks. We want everything to go very well and smoothly. Um, and we want to honor people uh in the work that they're doing with their kids. So, and they're doing a great job of that. Anything else on this or for the directors hearing? Seeing none, we'll now move on to new business. >> Um, the assessment data, >> district assessment. >> We have hard copies if people would prefer that. Otherwise, we just sent um there were some last minute adjustments made. So, we sent a revised updated version to you. um via email. Otherwise, if anyone's interested in a hard copy, I can pass those out. Just
053know there's a couple of >> couple of changes. Y >> sometimes it's nice to >> you got it. Just know that a couple of pages are tweaked. >> When was that? >> We're going to start. We have three different categories that we're going to go through with you. This [clears throat] first part will be our ELA data in regards to primarily reading data that we have to share. Um [clears throat] so one of the things that we'll just say overall as we were looking at both our ELA and math data is um I think we're not jumping up and down about our data right now. There's a lot of stagnation um a lot of ups and downs. Um, we have lots of thoughts about why that could be, but we're going to just kind of
054go through the data we where we feel like things are kind of neutral or not significantly different. We won't highlight that too much. I will say that with this kindergarten data and then if you also look at um the next page which is so our kindergartener kindergarten through third grade students remember they're taking a different assessment. They're not taking the fast bridge anymore. Um so on that assessment we did notice a pretty big um drop for our kindergarten students. Um and then for our fast judge data we noticed a pretty big drop for our fourth grade students. So we've already dug into that data and we identified some key concepts and things that our current curriculum isn't teaching yet. Um and so we're talking when we're in a new curriculum year again. So part of
055that process this year will be us recognizing along the way what are the holes if you [clears throat] will or areas where maybe things haven't been taught yet that are being tested. Um so thank you very much to Abigail Mirdank. She's our wonderful district reading specialist and she has dug into the data a ton. Um, and so she's already identified for fourth grade what our third grade teachers need to be doing that that what are those kind of holes in our third grade curriculum um that attach to this data that fourth grade students are showing that they aren't able to do. And the same thing with kindergarten. She's looking at our 4K curriculum and saying what's in the 4K curriculum that's missing that we would need to beef up so that our kindergarteners are ready.
056So, um, those are some things that we've noticed at the elementary level. Also, we'll save if you guys are okay, we'll have questions at the end. So, if you've got questions and you want to jot them down, just so we can keep our flow going. All right, jumping to our middle school levels. So, students in grades six through eight also take the fast food assessment as our benchmark assessment throughout the year. Um, as you can see, just a couple of areas were highlighted overall. Um, we have some growth to celebrate at our middle level, which is really exciting. um much of that and we'll get to sort of what we're doing about this a little later in our presentation but um for the first year um again thanks to the efforts of our reading specialists
057um Abigail Mirink and then our reading teachers at the middle level we have a really solid process for intervention for uh for literacy really for the first time um this year and we're seeing the fruits of that labor I believe um as just you know part of these two assessment um these two assessment snapshots stats really right now. So, um, similar to what Heidi said, we, you know, we know what we need to know. Um, we know that our seventh grade took a little dip. Um, so the beautiful thing about looking at this and having it having regular reviews of our data is that we acknowledge where it is and then we say, "All right, what are we going to do about seventh grade or what are we doing in eighth grade? What are where
058are some gaps?" Um, if you remember, our ELA curriculum is new at the 68 building as well. Um, so we feel pretty fortunate that we're not having, um, sometimes there's something called an implementation gap. So, um, you know, kudos to all of our teachers who are working super diligently to really, um, work through learning new curricular tools, um, and and implementing those resources and looking at student data and then, you know, having those collaborative conversations with our interventionists and specialists about how we support students who are seeing some of those gaps. high school takes a different assessment. So, our high school um this year takes the STAR assessment as their benchmark assessment. Um they were taking FastBridge. FastBridge um ended up really only accurately assessing through 9th grade. So, it wasn't a super accurate assessment
059for our high school students when we're talking about 10th 11th grade proficiency. So, we don't have a lot of longitudinal data yet as far as STAR results go, but we are on our second benchmark assessment. So, as you can see, um, ninth graders showed a little improvement. Um, again, sometimes we see a winter dip. Um, we're not seeing a huge winter dip, so that's that's something to celebrate. Um, and our 10th grade, you know, really just sort of stayed the same, but otherwise, you know, pretty positive uh ELA results. Um you'll see in a slide and in a couple of slides um we didn't have great test participation at the high school. So uh that invalidates some of this and something that we need to work on. Um when we don't have a a you
060know good test participation it's hard to look at this information and say we feel really solidly that we're getting all of the kids the right kids. a lot of times with a lower test participation rate. Um it's the kids that we know are a little bit higher achieving because they're in regular attendance and those kinds of things. So we'll be working with the Lincoln team to improve their test participation rates um as we move forward. Um there that is talking about this. >> I was talking about it. Here it is. Um >> so again you'll see you know our middle schools [clears throat] have excellent test participation. Um our high school needs to work and that is both the Stingle McKinley building and Lincoln High School. >> We're going to move into some math updates.
061Um we're in the kind of similar similar boat with math. I think one of the things we've talked about um we're not we know that we've got like a little solid intervention process in place for ELA right now for reading uh with our interventionist at the elementary middle level and we we recognize and the state has made some declarations about needing to have math interventionists. So that is something that um you might hear about in the future. It's a little bit hard and as we're trying to cut cut down our budget at the same time that we know we have needs. So, it's a little bit hard to kind of figure out the right path for that. Um, but it would be nice for us to have some more consistent support for our struggling math
062students outside of just the classroom teacher. Um we have again this um kindergarten thing happening here this year where our kindergarten has gone down quite a bit between fall and winter and then something wonderful happening at second grade where we have a pretty big jump for our second graders from from fall to winter. >> Um sometimes that can be the order that things are taught in the curriculum. Um and that could be very much what's happening in kindergarten. So that we haven't explored the details of that. middle school. Um we don't necessarily have quite as much to celebrated math um as we do, you know, in our ELA area. Um I think something that our team has acknowledged and and you know our our building leaders and many of our teacher leaders have acknowledged is
063that um sometimes when you go all in on one thing like literacy um there tends to be a little bit of a um you know we we don't forget about but we don't go as allin on math and so similar like what Heidi just said um you know act one act uh act 20 was just implemented by the there's going to be a math act I believe it's called and that will be that will be coming uh not for next school year but the following school year. So state is also recognizing there needs to be equal attention. Um our middle school and high school math teams are in curriculum review right now. So they are looking for an updated resource that um better aligns with state standards um that is you know that meets all
064of their check marks for curriculum that um will help students achieve at high levels. So we have a great math leadership team that's very invested in that process right now both in the middle school and high school level. um you know as we talk about this and talk about our specific interventions and things you know how are we supporting math proficiency and development in the same way that we're supporting literacy right now will be ongoing conversations that we're having um high school see there um again our ninth grade sort of wrapped in our 11th grade um not necessarily the case and high school team is doing uh really focused work on aligning um some ACT standards with core standards um that we're hoping to see some positive results from on the ACT this year. Um
065so we're hoping that as they continue to work through what those you know as we learn STAR which is new um what's being assessed when on these different fall winter spring benchmarks how is that aligning with you know the ACT test and things like that. So, um, we'll work through continue to work through those conversations. And again, test participation. Um, it's a little bit better for math, which, you know, that'll be questions that we say, "All right, Lincoln team, why why why are we seeing, you know, why are we seeing a lower participation rate for ELA? Why are we seeing higher?" So, what are your math teachers doing to get kids to test? Those kinds of things. So again, we're not jumping up and down about all of this, but it is a starting point
066for conversations to say, let's dig into some root causes, come up with some hypothesis, let's figure out what we need to do from here, because it is what it is. Can't go back and do anything about this, but we can try to improve moving forward. Transition to some behavior updates. Um so if you take a look at that some longitudinal data to um show our in school suspensions and out of school suspensions. So um the state of Wisconsin pulls our data directly from infinite campus and reports out on um these would be considered exclusionary disciplinary practices. So when kids are removed from the setting. So this is reported in a percent of students. So 5.8% 8% of our student population right now, 261 students of our whole district have received an inschool or out of
067school suspension thus far this year. So, you know, sometimes when we report out the number of behavioral incidents, it looks like this staggering number of kid of things that are happening, but really, you know, 5% of our total student population is, you know, is is not a large percent of population when we're thinking about um you know, how we're reporting out what's going on in our schools and what we're doing about it. So, um we don't want kids to be out of the school environment. uh the ISS and OSS are last resorts in regard to um any sort of disciplinary action especially at our elementary level and with our lower lower grade students. Um so we want that number to be low. When you see we hit sort of a spike um 22 23 it's
068coming down. We hope to see that number um continue to decrease which just means our we're building our capacity to uh support students and their needs at school and help them meet school and building expectations without having to remove them from the school setting where they're not necessarily learning how to how to meet those needs and how to have successful strategies. So is there there's there's stuff obviously you have you have uh data for beyond you know earlier than 2021 right? >> Yeah. >> Yes. >> I mean is there was there a norm at one point like that? >> I mean 5.8 8 looks really really really stunningly good to me. But >> um I I just wondered if if you know >> 2019 we weren't >> 21 202 21 if that were like you
069know 4.8 I might, you know, might not be so ecstatic, but >> um 2122 is when we came back to school, our first full year back in person full-time after COVID. So, um you know, again, I think there's some hypotheses could be that students were adjusting to being back in the school environment, which requires, you know, intentional teaching about how to meet those expectations. So, um, you know, I think in general the feeling in our buildings is that we have sort we have our students back, so to speak. Like there's a we we have students who are are used to being in the school setting again. Um, they we're we're not still talking as much about the impact negative impact on COVID and and our kids ability to have stamina to school, meet all the
070various expectations, those things. So, we're making market improvements, >> but we've also got a kind of a new new approach to disciplinary disciplinary behavior, which this may reflect that it's actually working. >> Yeah. Our character strong social emotional curriculum and our multi-level systems of support that we have in place. Those are all >> So, we have something there. And the other stuff, the thing that bothers me is we know where we're at, but we don't know where why we're there, do we? I mean, I I think there, you know, to to do that, we'd have to do a a fairly sophisticated sociological study of the makeup of the student body, wouldn't we? I mean, and and and that's sort of that's very elusive now. But I know kids that are doing really well, and I
071I you know, I know there's kids that aren't, but >> I would say 94.2% of our kids are doing really well right now. um in regard to meeting the needs of of our buildings and our teachers and finding success, which is good. >> Okay, we're going to move on to some specifics for elementary. Um this year for elementary as we were talking about um planning um we invested in a J planner which is um a warehouse for all of our data and we were talking about trying to get more consistent with entering data um and um trying to flip the way teachers think about behavior with students. And so behavior is a communication um and when students are misbehaving what is that telling us? So when we put our um incidents into Edge of Climber,
072we are asking our teachers to think of them through this new lens. And so these are these aren't going to sound like maybe like your typical behavior words, but um the three behavior incidents that are the most common at the elementary right now are um difficulty considering the likely outcome or consequence of actions. And what that looks like is a student perhaps rushing through their work, talking during instruction, or retaliating against another student at recess who might hit them with a ball and they get mad. So, um that um that's that would have been in the past put in negative terms and we're trying to avoid that. Um another the second one is difficulty managing emotional responses. Um and there were 200 there are so far 260s of those at the elementary. Um some examples
073of what that might look like would be refu refusals that escalate quickly. So a child isn't able to do something that they want and they get escalated very quickly about that. Um a minor correction from a staff member that leads to a major reaction on the part of the student. Um a student that struggles with transitioning from one activity like it's time for centers to be done my little kindergarten friend. we now have to go to to math and they don't like that. Um so then kind of just having those explosive reactions. Um and then the third one is difficulty expressing expressing thoughts and or needs in words. And so I will say I'm about 99% sure that our staff don't understand what this is because I I don't think there's it's possible that this
074is in the top three. Um because examples of that would be um refusing to do work without an explanation. Um having tears and not having words when they're upset or I don't know responses because really you don't know how to express what it is that you're frustrated about. Being really vague with your complaints like I'm bored because you can't really articulate that this math is too hard for me. Those kinds of things. Um walking away from conflict. I can see that staff might look at a student who's doing that and think that they're being disrespectful or so they're kind of thinking about maybe this in a different way. So I'm going to address that with the principal team. Um when we were on looking at the stated today I'm like well I think we need
075some retraining on what that one means because it would be interesting to see. I don't think we have that many students that often that this is actually the the the cause or the difficulty that they're having it. um some of the most frequent responses. So, as when you put in these when you put this information in and you say what the adult responses were and I will admit to you that this was disappointing to me as well. Um conferencing with a student, love that one. Parent contact, love that one. Loss of privileges, I love that one less only because what does that really teach a student? So, I'd like to see some more reteing of expectations and those kinds of things being more typical responses. So again, we'll I'll address that with our elementary team.
076Then we have our secondary behavior top three most frequent behavioral incidents. And you'll see these are a little bit more common probably terms that you're used to seeing when we're when we're talking about um behaviors and students. It it feels like a little bit more big kid language, which is why, you know, we worked hard to to differentiate. and you've worked really hard with her elementary team to put language in that really gives give specific information about how to address those different challenging behaviors. So, we have a little bit more traditional approach still at the secondary level. Um, insubordination that can look like struggling to meet classroom teacher buildingwide e expectations um refusal maybe um just not working in class when they're supposed to be working. Um we had these are the top three at
077all of our secondary buildings. So the total number encompasses um Washington, Wilson and Lincoln, which also includes the Stangle building. Um Washington has the most had the most insubordination offenses of those of those documented incidents. Uh personal communication device, if you remember the Lincoln presentation from December, um we imple implemented a new cell phone policy this year. So, um, that one is resoundingly a a Lincoln issue. Um, really non-existent in any other building. Um, which is really interesting. Um, just a a difference in in in policy and age of students, I think, and not having lockers and some of those things. Um, I'll go back up to insubordination quick. I just collected some interesting data on this. So, our seventh graders were the worst offend offenders of insubordination. Well, last year if you remember um
078if you were here listened to our data presentation, our sixth graders were a little bit most on the struggle bus for the behavioral incident. So um it wouldn't be shocking that our seventh graders now are the ones that are struggling. But again, it's like so now what do we do about our seventh grade students that they're figuring it out a little more? Um but we need them to we need to put supports in place to make sure that they can meet building expectations. Also, our boys of the 1,220 offenses of insubordination at our secondary buildings, our boys engaged in 935 of those. Um, and we've talked about this, I believe, as a board, but our our ma our young men um our young men struggle. So, um, they are a population that is underperforming academically,
079a population that's underperforming behaviorally. Yeah. >> Um and so, you know, how do we now take a look at our young men and um you know, provide them with opportunities to >> They're really good at insubordination. [laughter] >> All [clears throat] negative >> and and cell phone violations. [laughter] Um >> segue. >> Yeah. So, um the cell phone violations of the 633 cell phone violations, 545 are boys. um and 10th grade, vast majority are happening in the tenth grade. So, um what do we do to support our tenth graders? How are we now for the rest of this year making sure that our 10th graders um we're just being a little bit more intentional with them? Um >> so, what's the protocol when they get napped with the phone? >> There's a tiered intervention system.
080So, first defense, contact, tone, conference, etc., etc. I can't bring it into the class. Some kids have to turn their phones into the building. There's a pretty elaborate four tier four tier intervention system for what? >> So is there a redundancy here with specific students? >> Um not a lot of repeat offenders. >> Oh yeah. >> All right. That's good ones. >> And then the la the third most frequent at the secondary level is instigating a disruption. So these things look like um disrupting a classroom, disrupting learning of yourself or others. um can be verbal or social media threats that end up coming into the school day. They may happen outside of the school day, but they negatively impact kids and learning in the school day. So, things that um require a student to really
081not be in that classroom as much. Um and for that one, that is primarily a Wilson uh a Wilson incident issue. Um eighth graders and our boys are primary offenders as well. So, um, now that we know this, we know that we need to work on some things. I was pleased that our most frequent responses, um, our lunch and after school detention, both of our middle schools have a very intentional lunch and after school detention program that involves school counselor support, some restorative practices, kind of make it right plans, those kinds of things. So that um I believe has a lot to do with maybe our our not repeat offenders um which is a good thing. So like to see somehow that be replicated at the high school level. They've recently in the last um
082since second semester implemented a similar lunch detention process um with counselor support and so school social worker support. So I think we'll see uh what that does as the year goes on. So the three of those buildings have that. um there has been reteing, restorative strategies, parent contacts, and then loss of privileges also at those buildings. So, how can we work with our principal teams to focus on those reteing restorative practices and not not punitive punishment unless unless it's appropriate in in at the time for some of those things. So, >> attendance is celebration. Secretary. >> Yeah, we make that a team. >> Um, and then here's a district-wide comparison. So, as a district, our attendance is improved. >> All right. So, again, what are we doing about this? Um, so we know we have
083some work to do. Um Katie Tennyson and uh her team at CISA7 has been supporting our buildings on a monthly basis. They engage in site visits. Um they meet separately with our leadership teams. They are helping build continuity and consistency of our multi-level systems of support as it pertains to behavior specifically. So, um this is our second year working with them and and again with the implementation of our character strong social emotional learning curriculum um they're making some [clears throat] real positive gains and we have very intentional interventions and and just continue to see that work u improving and becoming more consistent districtwide. Um, we have our secondary coaches, uh, was a group that Heidi leads, our instructional coaches districtwide, but our secondary coaches coaches have been focusing intentionally on, um, specific instructional strategies to
084help promote student engagement and learning at the secondary level. So they are doing a book study took a class on gradual release of um responsibility which for those of you that don't know the GRR model it's a I do as the teacher we do as the class and then you do as the student engaging in some independent practice. So, it's a way to not lecture and talk, which I feel like I'm doing a lot of right now. Talk and talk and talk um for the whole class period, but allow students to engage in discourse and collaboration. >> What is that acronym? GRR. >> GRR, gradual release of responsibility. So, teacher starts being most responsible and me. >> Yeah. Um, we have a lot of acronyms, so don't ever hesitate to >> I would call that
085LJT. [laughter] we all have our own things, right? Um so they're working on providing professional development around that specific strategy. There's requirements for implementing that and then feedback being um given by our principles when they're doing classroom observations and then um some data collected around assessments after a GRR lesson to see how students are engaging and the impact on that strategy in the lesson. So there's some real intentional work on that which is great. Okay. Um still I'm still talking. >> Um so again, you know, we have intervention teams through our multi-level system of support MLSF MLSS up and running. Um we've been growing that process with the help of our reading instructors and Abigail for the last couple of years. This is the first year [clears throat] really solid at the middle level. um
086hoping to continue to see the impact of that, positive impact of that. Um like we referenced earlier, we do have new curricular resources in ELA. Um so huge credit to our staff who are really investing in learning those resources and assessing students. We've not seen the implementation dip. That can sometimes be a thing. Um, so you know, in in line with that, we have some stability and we're hoping for that continued stability for the next years to come as we dig into that resource and continue to provide professional development opportunities and collaborative opportunities for staff. Um, we have had students that are significantly below proficiency in both ELA and math. So, we are seeing incremental growth, but it's not it it's not necessarily touching that proficiency rate yet. So, we're excited about growth, but when
087we sort of get to that like we've have an you know, we have that movement toward proficiency um based on our benchmark assessments and our state assessments, that's when we'll really be able to celebrate. So, we're looking forward to that. >> I'm just going to continue on with that. Um, so you all have heard all about the 100 new plans. Just a reminder that that's something that we're really working on. Um, our admin team when we get together this next week. We're going to be having them really dig in looking at this fast bridge data that we just were able to put together because that that window just closed. But looking at that fast bridge data and now compare that to, you know, right now most people have a very targeted thing that they're working
088on with their 100 day plan. for example, summarizing. Well, summarizing is just one component of reading comprehension. So, you might have this really great local data that's saying based on our PLC's and our formative assessments, our kids are growing and summarizing, but we are not seeing those results in FastBridge. So, we want the principles to make that connection um if that connection is there for them. um and then to take that information back to their staff and look at their 100 day plan that they have for the second semester and say are we still focused on the right work? Do we need to make some adjustments? And I think there need to be some adjustments made based on the fact that people are working really hard and celebrating results on this like sort of really
089small thing that is not having this bigger impact. So that conversation is happening next week with principles. Um, and then student centered coaching. Just a reminder that we do have that going on. I looked into all of the coaches have a dashboard and I I took a look in there. The average number of coaching cycles that they've been through this year is nine. So, it varies um from nine from 14 to six and it depends on if they're doing some kind of micro cycle. So, each time the coaches and they're again they're learning to do this job. They they we did a training. We have another training coming. Um but when they're coaching it's a team or an individual that impact takes some time to feel. Um but the real focus of that is what's
090the student data from your coaching cycle. Do you have can you show some student some evidence of student growth from the coaching that you did for this teacher? It's about growing students growing teachers to grow students. Um, we also have, um, at the elementary schools, we recognized that with this new curriculum, our teachers were struggling a little bit with this small group reading expectation. Um, for K for K2, it's a small group lesson. For 35, it's book clubs. And so, um, we invested some of our title two dollars in, um, having one or two people from each building that's getting individual coaching from the company. And so, [clears throat] for for teachers that are overwhelmed to step up and volunteer for this is pretty fantastic. And we do have one or two teachers from every
091building. So, with the goal of them working with this collaborative coach um, virtually, they have to record themselves teaching. They submit the recording to the coach. The coach gives them feedback and then meets with them. And that's a 10 I think they're in this for 10 weeks. The goal and what we're hoping for is that we're growing our own people within our schools so that this is a teacher that's now a more of an expert and that people can go in and observe that person or or work with that person um to do some learning because it is really hard to get everybody up to speed as fast as you want. So that's another little thing that's happening. Um, and as you know, we're very focused on PLC work and that also is taking time.
092I mean, we I think that we are pushing our administrators and they are pushing teachers in like really good ways, but that is making people also there's some discomfort there. But I I am very happy with the growth that that I'm seeing in an ODS2 when you are in a PLC that you've been in already this year and you can see a team that was really rumbling and not getting anywhere and they now are are are off and running and it's not perfect but to see that growth is very exciting and we are seeing that growth. So >> but what about the fourth grade? I mean, what does when do teachers feel like in the fourth grade saying, "Well, we're at a 53 in the fall," and then they come in with a 38 in
093the winter. I mean, that's that's not very conducive to, you know, to optimism there. Or, you know, are we doing am I am I just bad at this? Uh, you know, is it is is you know, what the hell should I do now? I don't want to be a 32 next next time. >> Yeah. >> I mean, that's got to be a morale problem. like like serious. I mean, if it persists and and even though Sarah says they're resilient, I mean, all of us that have done this kind of work >> know that it gets like you start questioning yourself. >> It is really hard to be that teacher, but then what you have to do is you have to look at the data and look at the holes and think about why >> it
094is so close. >> Dust yourself off and keep on trying. >> That's my answer. So you talked about the you know did we focus on the right things that were on the test. I mean that's could there be a component to that for even that specific grade that could be a research project. >> What's what's not being taught in this curriculum that we need to be taught. So we have to figure all of that stuff out and we will that's we're very dedicated to that. >> Yeah. with these new assessments and curriculum knowing what's assessed at each bench benchmark. So that you know there may that we may not have gotten there yet. So how are we looking >> that ahead of time? >> No. And and actually the thing about >> that to me
095is stupid. >> Well, okay. Fast >> we do know. We do know >> it's the standards assess our standards. >> It's the standards and so fast um adapts to the students where the student is at. >> Yes. So that's another thing. So you can't really say apples and apples, but even when you're looking at the data, you would have to go kid by kid. This is what our teachers need to do. They can get this fast pitch report out and go kid by kid. I can't do that at this level. For me, it was really hard to say what is the thing. But our teachers will absolutely be able to say this is what Johnny can't do and this is what Susie can't do. And our principles have got to have those give those teachers
096opportunities. And then how often will those fast bridge from year to year be changing? >> Uh they may do so >> because the ACT kids are taking now is not the one any one of us took >> because as as you start getting kids better at a test, you got to make your test harder. >> And it doesn't always mean their brains are ready for, >> right? >> Yeah. Um on what we're talking about here, I just want to make one quick note in advance of that. My recollection is standardized testing, especially the high school standard statewide testing, they really want us at 95% or above. So, I really think this is an opportunity for the high school to see that this other testing is practice for getting everybody there to take that one, not
097that one matters and these don't. So, I see an opportunity there. My quest, my question for you guys is on this issue of proficiency that we're talking about right here. So we have fall proficiency and then we had I think it was winter proficiency. Now is that as I as a teacher understand proficiency which is in fall we expect fourth graders to be here and in winter we expect them to be here. So when they stay flat they're actually going up. >> True. >> Or is it the same? Is it end of year proficiency at the beginning of the year? the expectations for in in January are higher than they were in September. >> Okay. So, it moves along with them so that by the final test, it's grade level expectations. >> Yes. >> Yeah.
098>> Okay. >> End of grade level expectations. >> So, if you're getting the same percentage all the way through, you actually, and I know it seems counterintuitive, you're actually having growth because the expectations are going up. It's just you're not reaching >> you're not closing any gap there. We're not >> we want more students proficient each time >> obviously. >> Yeah. >> And did you have a question? Thank you. >> Curriculum wise we went to noon reading right to match act. >> So then we've got to give that some time. And I I don't have all the words in here but speaking of the storming forming norming performing [laughter] >> that whole whole thing. So I I I think we >> it's not as exciting and as wonderful as we'd hoped in the beginning, but
099I'd like to see the transition. I mean, because we've got to give the curriculum some time to work >> to five years. Well, I mean, then we've got we're comparing apples to apples. We have longitudinal. >> Yeah. And same thing with that tag on Matt because I heard you say we're looking at act 16 and Matt. So now we can take these learnings here and know this is going to be a challenge in picking those curriculum to match those standards because now we have some experience under our belt say this we we've gone through this. So can we hit the ground running with math which it seems like we're doing pretty well at now right so that we even hit those higher >> trying to move in a direction to anticipate what some of those
100mandates will be in the in the area of math. >> Yes content. So that was a curriculum question there which as I mentioned early on even campaigning that is not my strong suit. So I'll leave that to the roses [laughter] but then I I have one more question after that but if somebody else has >> anybody else have a question. >> So I naturally wrote a question about 100 day plans which you addressed you're going to be addressing. We can assume the next round that we see probably will look a little different than what we've been >> used starting next month already. >> Um and then can you go back to the behavior slide? Um secondary [clears throat] where you call out Washington, Wilson, and Lincoln. >> Yeah. >> I just I want to make
101sure I understood why those three buildings were there. I think that you said for example the first one 1220 those are not all at Washington but the majority are >> um what like what did you use for a m for a decision on that like what it was more than 50% identified that trigger to put that building >> I can tell you >> I just I want to make sure people don't walk away today going, "Oh my god, there's 220 Washington." >> I'm a little nervous about this slide is what I'm saying. >> Yeah. >> And maybe stereotype too, doesn't it? >> Maybe maybe you can follow up with me. >> That's separately. But >> yeah, I can give you those breakdowns. I I just want to make sure that we're not walking away saying
102that's all Washington you identified Washington and then link it in the >> So maybe we could just remove those school those school names after here just as before this is shared out because we didn't we did put this on did not put this out yet but it's not like we were keeping a secret we were just waiting to >> so that was 1220 districtwide secondary >> and okay and Washington just won that category And then the other comments um [clears throat] >> so that slide it seems like what those describers are very developmentally where the kids are at with the exception of cell phones. I mean that's a whole part of our generation their generation that we're going to struggle with for God. But um secondary kids are insubordinate and they instigate disruptions. I'm not
103saying that makes a dad okay and even the elementary ones where I don't have words to right that's developmentally appropriate. So really then what are we doing developmentally? And I heard you say something about, you know, if we're working with kids and we start to see a decrease in cell phones or whatever, it's working. Um, and simply taking away privileges, we know from research doesn't necessarily work depending on what research you read. So >> I'm not overly excited about the behavior stuff. I think again developmentally this these are where these kids struggle and um it's so much of the work that not just administrators but teachers all the way to lunch ladies and custodians and everybody that interacts with our students are working to build them as better human beings right um and hopefully families
104at home as well so I appreciate sharing that dad and I wanted to just clarify that >> yep so Washington was 96 65, Wilson was 181, and Lincoln was 74. >> That makes sense. Why you >> Thank you. And then um the test participation, there's been several comments. I I'm also just curious, are parents opting kids out of any of this um type of testing? >> Not that I'm aware of. >> I mean, we get a handful of those. Um >> it's more like kids opting themselves out in some cases >> at the high school. Absolutely. Okay. >> And now that that's been brought to attention, I think we can see some expect to see an improvement. >> I see. >> Yes. So, we will be reporting that back out in the spring as well.
105>> Yeah. So, this is a good time for a question I have. I think you're talking about our parents opting out because what I wrote down here is I drew myself a triangle and and I actually flipped it now when I'm talking about it. Putting at the top of the triangle the kids, our learners, our students over there. what what are what we're intending to do here as a board inspiring them to thrive in the global community. Right? So, we have the kids up there and we've talked about this. Let this part of the trunk go. What are the teachers doing? What is the staff doing? What is the board doing? What is what are the directors doing? Where and how and I know this is a very open-ended question, but how are we involving
106our parents? All the parents are at different levels. They're part of the community at different socioeconomic, different educational, different backgrounds. How are we tying that cornerstone of that pyramid into all of this? And I know that's a very big warm fuzzy but you know parent engagement is something that we are constantly working to improve because I think you know minimally um there's a need to be very very transparent and open about communication and you know all of our building principles have a family newsletter that goes out weekly. So are there is there a tester assessment corner as part of that parent newsletter? or they're like, "Remember these important dates or here's how you can help your student be ready at home and have a we're fast bridge testing this week. Make sure your student gets
107a good night's sleep and a big breakfast and here's some things you could work." Those are all ways to engage families and employees. Um, so we have some buildings that do a really great job of that. Uh, you know, and are age appropriate means of communicating with families. Um, and we have some growth to do. So, you know, conversations that we get to have and like Heidi said, we push principles, principles get to push staff and those things, that's just how this works. So, >> I mean, I guess I'm asking that it's an educational piece for the parents, too, because the parents aren't necessarily learning what the kids are and some of those strategies go hand inand helping those families learn those strategies. So it might be those communications you talk about might be the
108teaching moments if they're opening them reading, >> right? >> Yeah. And that's the other battle. So, you know, share information. Um we don't necessarily have a lot of control over what's done with all of that. But um but that should not stop us from sharing as much as humanly possible. And you know, again, I think when parents parents want their kids to do well, our kids want to do well. Um the only way to help promote that is by helping parents understand what it means for their kids to do well on that test and how you know why it's important. And same for our students. Um our youngest students can have the ability to understand where they are um and what they can work on to get better. Um so you know how are we
109conveying that importance and being really in intentional about sharing that information. >> Good questions. I do appreciate the behavior information because I I don't remember us ever looking at that and I think those are things that when we see that hopefully we can address and come up with ways to help that. So, it's um I know there's been some improvements at some of the schools this year and and and I know the community knows that. So, I appreciate that. >> All right. I'd [clears throat] just like to say thank you. I'm proud of us being an honest institution and bleeding in public like this. >> Whereas the other schools that get our money don't have to do it. >> Okay. >> You are so subtle. >> Yeah. Well, I was subtle there. >> See, I
110got principal contracts. You >> talk about that? >> Yes. That's next. >> Okay. Okay. You don't want to talk to the back. Um I had shared this information at policy um and personnel committee last week. Um you can see in the memo we currently in our district have three different types of administrator contracts. We have a what we call a 260 contract, a 240 contract and 210day contract. Um, if you work a 260 contract or a 240 contract, you actually work the same number of work days, which is ironic. Um, so the first part of my proposal is just to get rid of the 240-day contract and call it a 260day contract. Um, the second part of my recommendation is um, we have three categories of people who are currently on a 210-day contract. Um,
111it's the middle school associate principal. any elementary associate principles we would have which after this school year we will not have any ofbody in that position at all and our athletic director um those people work 210 days plus they get 5 days per DM additional to work so they really work 215 days so there's a 13-day difference between our 260day contract people and our 210day contract people um I am proposing um that we make our associate [clears throat] principal positions at the middle school, elementary if there ever were to be any in the future again and our athletic director 260day position. Um you can see that the rationale um first of all is um summer school uh like way back when if you were the principal of Madison you were the principal in summer school
112program for the whole district and that was because Madison was a small school so it was an additional duty with our realignment of schools our schools are now all about the same size. Um, also speaking from somebody who has done that role as summer school coordinator and principal solo, it's a big job to do on your own. Um, so with this proposal in those additional days, our associate principles would be kind of the summer school leads. Um, that means they're doing the behind thescenes work, which really starts in like December, uh, to get course registrations and hiring and all the things and the logistics ready for summer school. Um, and then with the athletic director moving from a 210 to a 260-day [clears throat] contract, um, that would also I would also have the athletic
113director be the owner or in charge of all the summer school athletic related activities for the district. So, right now that is all still would still had been falling on, you know, previously the Madison principal, but athletic director could really own summer athletic summer school opportunities. The two associate principles would run everything else um K12 in terms of academics and enrichment. Um the additional cost would be approximately $17,000. Uh Nathan has assured me that we have money that we can do that for. Um and I think that it will help our summer programming uh run more effectively and efficiently and will give our athletic director um oversight over summer programming. >> Discussion on this. the um personnel committee um evaluated this and recommended that it be adopted. >> I so move second motion [clears throat]
114and a second. Any other discussion? >> All those in favor say I. >> I say Jay. >> And that is passed. >> Just as a point of reference then just because I know you guys have probably been getting the question. I've been getting the question too like when is the athletic director position going to be posted? Ever since Dan noted his retirement, I've been waiting to see if this would go through first to ensure that the job description is accurate to be moving forward. So, now that this is um is this has been approved, both Lee and I have been working on the job description. We'll get that finalized. We'll have a timeline and a process and that'll get posted probably in the next week would be my goal. So, >> thank you. That's good.
115>> You have the uh parent conferences, correct? >> Do I do I have the parent conferences? What do I What do I have there? >> Any talk with that, Carrie? >> Parent conferences. >> Yeah. >> I know we've changed the schedule on >> Yeah. working with Director Ikeman uh [snorts] in the middle school. The the recommendation is uh right now for spring conferences, middle school kids come for a half day and then parent teacher conferences start at like noon or 1 and go for the remainder of the day. Um we have moved to a model and it's been happening at the elementary school where it's all day conferences like this Thursday's elementary conferences. Teachers are there from 8:00 am to 7 pm. Um parents can come anytime. So the recommendation would be for this year
116to make that middle school parent teacher conference day on no student day. So parents could come all day. Also just for your information or moving forward next year's calendar elementary, middle school and high school will all adopt this model to provide flexibility for our parents. We actually get quite a few that want to come in the morning. >> Yeah. >> So, so the proposal is no school. >> We approve that, too. But I I wondered if this is not just an administrative thing and not a not not an action thing for the board, is it? >> It's the school calendar. >> It's a calendar. >> It's a school calendar. Okay. >> Okay. I make the motion that we [clears throat] we adopt the second. >> Second. Okay. Go ahead. >> I second. >> Any other
117discussion? >> Second. >> Hearing none. All those in favor say I. Hi San and thank you to move on to um the audit presentation um >> yeah just before we get Nate's wonderful um report that's going to thrill us all a lot of questions I've asked it was on the facilities agenda update Mike gave us regarding the summer projects as we just talked about a little bit so I'd like to um have him come up before we get to Nate's report of that just give the entire board an update on the summer projects as the facilities committee got um just so the full board has an opportunity to hear it once again most of us heard it but I think for [clears throat] the sake of the audience and and for its review here it
118again Mike >> okay well the first thing that we're focusing on for the summer is moving classrooms, moving teachers and that stuff. That's going to be our main focus to get that completed. We've been talking to a lot of the uh experienced custodians and that stuff. And I was happy to hear in the last few days, they said, "Don't worry about this. We've got this. This is going to happen nicely." So, we we've talked to moving company and all that kind of stuff. So, I think we're in good shape right now. There's a lot of work to do, but we're getting the colored stickers are laying on my desk. I saw when I got in there tonight and all of that for what goes where and all of that. So, so I I think we've
119got that handled also, but that's our our major focus. Uh getting into the referendum dollars for this uh summer, uh our main focus is going to be the elementary schools to get them into good shape. Uh so they're going to be good for us for the next five to 10 years. Um I want to hit some of the major things that are going through. Today I met with a uh tuck pointing company out of Milwaukee and [clears throat] we walked the uh elementary schools and we did the two middle schools and going the middle school. I'm putting a five-year focus on those middle schools to make sure that they're going to last for the next five years and we're in good shape. the kids are going to stay warm and all of that sort of
120thing. There's a ton of tuck pointing at Washington and Wilson and obviously it's right over the entryways that are the major concerns and that stuff. So, he's going to be giving us proposals for how to take care of that and not so much bandaid it, but really make sure that we're comfortable there that thing because things are falling. Our custodians are picking up bricks and mortar and that that sort of thing. So, >> when was the last time it was done >> pointing? It's just been an ongoing thing wherever the hot spots seem to be, >> but it's not really hasn't in the past been scheduled. >> No, it doesn't seem like it from what I can see. >> Yeah, [clears throat] >> it was interesting walking with the guy. He says, "Well, I can
121see where you've you've had some work done." And that was about 10 years ago. He he can see it because he's been doing it for 30 years. >> Sorry, you nerded that. Yeah. Okay. Um and on the high school level, we're just entering planning stages now. Me and Mr. Hacker were talking about that today on that phone call. So there I'm not planning on doing a whole lot this year. Uh but whatever is necessary, we'll we'll take care of. So um and then the idea of the project manager we just uh Mr. Dennis and Mr. Hacker myself talked today and uh like in a week or so we'll be looking at deciding who we're going to use. But we're still in uh it's I call it a moving target as far as what work I'm
122going to try to take care of and what work we're going to assign to him. And uh Mr. Hacker is coming in I think Monday. We're going to do a walkthrough on few of the buildings and that sort of thing. So, um I'm just gonna say I've got the energy to to do a lot of this yet, but uh it all depends what where our focus lands and uh and then I can make my decision and that'll be quickly I'll decide on how much work we want to take on as a district and how much we want to give away to to a project manager. >> Questions for Michael? Thank you for the update. >> Um the Manto public school district audit report date. >> So the couple of things I just want to focus
123on. Most of you were here for the the >> committee meeting um when we went over this um the anticipated de there was an anticipated deficit when they did bud when budget uh provisions were made back in May. Um it looked like the district was going to uh be about a million dollars in the whole um the audit shows that we the district actually underspent by 2.68 million in the 2425 school district. So that money just automatically goes into what's into the what's called the general fund balance and then we'll refer to that back um in the coming um items where we talk about uh the baseball field. Um so that was I would say that was the biggest that was the largest of all the findings. Um you know 3.68 six 8 million swing
124from a potential deficit to what was actually under spending which helps boy our general fund balance um which you know helps uh helps get that up towards 30% which is what the credit rating um agencies like to see out of out of public school districts uh specifically in the state. Um the two things that uh that and those things are they show up at the very last page um are the the corrective action plan. So these are things that that Lee will hold me accountable for. So the two things specifically [clears throat] the the district needs to do reoccurring bank reconciliations. This has been a finding since 2021. Um as of last week we were at zero for the end of December. So your our the bank and Skyward our ERP system are reconciled. The
125the variance is at zero. There's any there's uh there's a check that's waiting out there. We know that that check hasn't cleared yet. Things like that. We have a a zero variance. So we are we are at a at a good spot. So tomorrow um one of the things or not tomorrow Thursday I have a session to we started digging in on January last week um I have another session plan a couple hours on Thursday to get through the uh the January reconciliation. So now instead of having to sort of look back at sort of this you know this expansive six months worth of uh uh a draws and wire transfers and and checks. um we can just focus on that month and from here on out uh focus on that month. One of the
126things Ann has asked is that I have an update um about that in every um every [clears throat] director's report. Um so I'll be adding that into my director's report from here on out. Um then the other one um you know meeting reporting deadlines from the DPI. Um, you know, there's another thing, uh, our initial, uh, the the aid certification was in on time, but our audit ran late and the audit being late holds up a lot of other reports, and that was something that we didn't didn't have cleared up until December. Um, so that's something that, you know, the the the my top goals, you know, being reconciled, getting reports in on time. So that's that's that that is the the that'll be the the focus of 26 27 for me even though I
127know we we have plenty of of 24 256 ahead of us. Um those are the things that that are top of mind for me in terms of my own performance. So, um, so I'll be taking those, um, with me for the next several months as we go through and, um, and wind up this year and then get ready for next year, um, when we we start talking about reports and getting the audit in on time and things like that. So, >> thanks. Questions? There's a motion by the uh finance and facilities committee made by David Bowman, a second by Anne Bolson. Pass unanimously to have the board approve the auditor's report submitted by Nathan. Any other discussion? I have a motion. Do I have a second on that? Right. He's moving it. Do I have
128a second? And we second. Any other questions? All those in favor say I. I say nay. >> Thank you. >> And that is passed. >> Common school funds. Nathan, >> very clean. Um we underbudgeted uh $47,650 for common school funds. Um so this is extra revenue that's coming in. Um so just asking you to approve budget a budget amendment that would increase expense and create increased revenue. That motion was made by the uh finance and facilities. Motion to approve common [snorts] school funds budgeted um as presented by Nathan. The motion was made by David, seconded by Anne Olson. So I'm making the motion to the board to approve the transfer of funds. >> Second budget amendment. >> Second. Second by David. Discussion. All those in favor of the extra 47, >> 650. >> Yes. Okay.
129Signify by saying I >> say nay. And that is passed. >> All right. Oh, >> never mind. You're next. Uh the next thing on the agenda was the um motion that was made by facilities committee and um motion made by David, seconded by Ann to approve the superintendence um capital improvement project uh project policy recommended out of his office. Um, we discussed this a great great deal, a great at great length. Um, and I think that discussion in the notes that Lori put together specifically address the reason for this proposal. So the motion is made to adopt the standard operating procedures SOP for donations and facilities work management uh by or for and by the manual public school district. Motion made by David Bowman seconded by Annne Holson passed unanimously. So I'm making the motion
130to approve that action. >> We have a motion. Do we have a second? >> Second. >> And with a secondary if you want to take it. >> Nope. [laughter] in favor or a discussion. Any discussion on it? >> I heard Keith call it a policy a couple minutes ago, but then you corrected yourself the next time. >> I think Mr. That's a good But that is a good question to raise. >> If it's not in policy, a new superintendent could come in and ignore that policy or that procedure, that course of action. the new superintendent just like a a governor can come in and wipe out new things if it's policy. Um they wouldn't be able to do that as easy. Yeah. So do we want to make it a policy or keep it in
131operating procedure? Operating procedure. A new suit could walk in here and say I don't like that. >> I I think it could become an admin guideline. >> It's an administrative guideline more than anything else. But it's technically not a policy. It's a procedure. Yeah. So, >> you know, in my viewpoint, a board approved standard operating procedure of this district is the standard operating procedure of this district. And if we're more comfortable uh housing this in Neola as an administrative guideline, the only trouble that I have with that is I'd have to check if administrative guidelines can stand alone or if they have to be attached to a policy. I think they have to be attached to a policy. So what we could do if we really wanted it as an administrative guideline outlined in NEOA,
132we could adopt a policy that's just probably very general because we're not going to [clears throat] call procedures policies, but if the board's desire is to do that, we could write up a policy that would essentially create the framework for this as an administrative guideline. And we're I'm comfortable to do it however you would like, Chris. >> Thank you. Um [clears throat] but >> this procedure process honestly what it did was it took varying things that are covered in varying policies and pulled them all together. It's all out there in policy if you go through all the policy and it what this did is tie those policies together to say if this is what happens when there's a project coming in here's how the process steps through and all of that is related to policies
133that we have that are standing. So I I really think that this was the best way to do it. >> Okay agree with you. However, if I am a member of the public that would like to make a donation or fund raise, I should be able to search this information. And so, some of what putting those policy and guidelines out on the public website is helpful because >> it would help guide me. Um, I want to donate $100,000 toward an ice rink. I can say that's not happening. a facility or an event or whatever. It's nice to be able to direct them or at least have it searchable so they direct themselves and you can avoid some of what has happened now at least two times. So that's where I would argue with you just
134a little bit about there's a value to pushing this out there. So, is there a way to get that information out there? >> Yep. So, I'll go and take a look. And first of all, I will Mr. Ael points out we have some policies that are associated with this. So, I will check uh to make sure we're going to do this right. Uh and if there is a policy that we feel is most associated with it, I can put as an administrative guideline attached to that policy. It's been approved by the board. That's fine. Um, so >> yeah, I don't think it requires action because I think I can put the administrative guidelines in place >> because it doesn't change. >> Correct. Correct. >> I think the personnel policy committee just >> Yeah. Yeah. And
135I'll just include it in a report how we end up getting it published. >> So that ends the discussion. Now we should call this to order. >> Call this procedure. >> No, we haven't because we >> So we'll go back and call this standard operating procedure. >> I can fight. >> All right. Okay. >> A motion. It has been second. >> We had a motion in a second on standard operating procedure. >> All those in favor say I. >> Both say nay. And we're moving on the next one. Is that correct? Still yes. >> Still finance and facilities. Uh the motion was made by the uh finance and facilities commitment made by David Bowman, seconded by Dan Pson to approve the baseball field budget amendment of for expenses incurred. and halls made the motion and
136to the amount to be re reimbursed to the district and uh before anything else is purchased that is what David Bowman seconded so the motion is to take money out of underspent fund 10 268 million pay the debt for this as it is is explained and um has to be repaid back to the Again, motion by David, seconded by Ann. I shall move to the board. >> You have a second. >> I'll second that. >> We have a second. Discussion. >> So, wording again, the 2.68 million is how far off we were on the budget projection, not what we're handing over to. Correct. >> Oh, yeah. >> Okay. So, for Yeah. [laughter] >> So, you know, all the these next three items, um, you know, it it's been my it's my recommendation on all three
137of them because, you know, the district under spent by such a a significant amount, 2.68 68 million that we just focus on paying, you know, addressing the bills that have already happened, addressing the other projects we want to get done at the baseball field. That that all comes out of the general fund balance. So, that went up $2.68 million. So, now we're going to, you know, take off of that to to address these items that have to go with the baseball field. And that's my recommendation for all three of them. >> However, with the motion, that would be paid back to that. >> Yeah, that's what it says. >> For for that first 300, >> correct? >> Would have to just so we're clear, it can't a donated dollar can't come back to the general
138fund. Where's it going? >> It's going to go into fund 49 >> and then it'll go towards other projects um that that the facilities uh group wants to take care of. So that's where that money will will land. >> Thank you for clarifying. And to to piggyback on this from previous discussion, since we're in the discussion box here, it we had talked about the half a million dollar request earlier on in the previous meeting, which is why the SOP was created, the standard operating procedure. So now we're getting into the actual exact amounts of that with the stipulation gets repaid to the correct fund. It's the nuts and bolts. It just get it gets repaid. >> Yep. Yep. goes to the foundation foundation rights as a check. >> All right. >> Further discussion. Yes. >>
139Second that motion. >> I did. >> Thank you. >> No other discussion. All those in favor say I. >> Both say nay. So I I abstain. We have from Mr. Tras. Dr. Tras. >> Mr. Sp H. Uh yes. >> Yes. >> H is the baseball preacher. The uh >> No, we're still >> This was brought up to the finance facil facilities committee. >> We're still on G with the second part with the with the with the um >> that's H. H. >> No. What about the concession stand? >> That was the >> Sorry. [laughter] U Mr. Schwarz provided us with an update on the bleachers quote and again um I'll do my editorializing here. The bleachers are the responsibility by the Mayfield public school district. We are have we have to have 88 compliant bleachers.
140It's not the it is not the uh position of a fundraising organization to buy bleachers that the Manford public school district is responsible for even though it's coming out of the same underspent budget from the board. Um, just to be clear that we would have had to do this and we should have done it first day this district over ownership of that baseball pract we held because Mr. Schwarzman was going to come back with two quotes or a couple quotes and a final recommendation for us to act on tonight um for the purchase of those bleachers. like them. >> We went out and uh just went online and tried to find some other companies and we found one called Southern and I believe they're out of Texas. And when I made the phone call, I
141was talking to someone in Milwaukee. So, he's just their rep here. >> And he said, "Oh, yeah. We just finished those bleachers for you uh before CO." He said, "At uh Rubik Field, the visitors site." So, They're they've done work with us before. So, um I sent him a site plan and he just wanted to make sure he could fit in 200 fans, 200 seat bleachers on each side. And uh and he said, "Yeah, that'll work." And he gave us a bid of 905. Yeah. So, >> okay. And that was >> significantly lower than your previous quote. >> Yeah. >> Yes. Sure. >> Um, so I'm going to move to the general board that we go along with Southern Standard. Is that what it's called? >> Southern I think is Yes. >> Southern Bleacher Company.
142>> Yeah. >> For the purchase of bleachers for um, Sny Field. >> I have a motion. Do I have a second? >> Second. Second by David. >> Discussion. I am >> am looking for an amendment to this one as well. Not the exact same as the previous. >> So just because yes, we are required to provide ADA. I agree with that 100%. The board already committed $900,000, >> right? >> So because we already committed that money and said we're going to pay it, why are we picking the bleachers now? That's not portion or the add-on. So to me, we've already covered $900,000. Our taxpayers, our community has done that. >> So the amendment I'd like to see, >> similar to the last, with the exception that I don't want the students, the next generation of
143baseball players to have to suffer and not be able to go on field trips. I want them to be able to go to their places that they want to be able to go. With with the exception of that, this also gets repaid from fundraising. Um, I'll not amend the motion for what for this reason. If we if we would have as soon as the city would have said the baseball diamond is yours, um, we should never have let anybody in this community on those bleachers. They were not ADA compliant. In fact, a lawsuit of somebody getting hurt on those bleachers and you go look at them, they're still sitting in the parking lot would have been more than the cost of any bleachers we would ever had. Um, so it's not part of the base.
144It's part of our responsibility. And the board gave the $900,000 that request for the turf, not because of the bleachers. Um, had we not even done anything with the turf, had Rod West not done anything with the turf, if we would have left that baseball diamond alone, we would have had to put new bleachers there because it's ADA compliant, responsibility of the school district. So, I don't know why a fundraising organization or a baseball organization should have to pay back a responsibility to the school district. So, I'm going to still make my motion that we buy the bleachers and you can defeat it and amend it all you want. >> Okay. Right now, we we have a proposed amendment. >> Do I have a second to that amendment? Do I have a second to that
145amendment, Chris? >> I'm sorry. >> We got a second. Okay. Discussion on the amendment. >> I Chris. Oh, go ahead, Chris. >> Okay. Uh, I'll just say everything I was going to say anyway. Uh, I I am I am perfectly fine with saying that we're counting on them to ultimately raise this money and pay us back. I I don't think they need to not do their regular stuff in that in the meantime and I am confident that they will continue to fund raise and they will make us whole not only on this but on the next item as well because they have already shown that they are hardworking and sincere in the fundraising. The issue I brought up three years ago when we first looked at this is everybody says we're going to fund raise
146but then you go are you going to be successful? they have been quite successful. So I'm I'm okay with doing that. I understand the risk that we are assuming by doing that which is should they fail >> to make up the rest. Well then what they don't make up, >> we will quite literally end up eating. >> But that's what happens in that system. It's it's all right to put it on there and hopefully we'll do that. Uh, one other thing I want to say to preclude us from any liability is if you decide to go on to those bleachers in the parking lot right now, you are doing so at your own risk and this board does not encourage doing that. [laughter] >> How you address Mr. Shaw should you be injured by listening
147to his suggestion would be between you and [clears throat] him and not >> the rest of us. And the last thing I'd like to say is we got here and the whole reason we have the SOP is we got here because this was not a case of the left hand not knowing what the right hand excuse me. This was literally a case of the left hand not knowing what the left hand was doing >> and still not knowing what the right hand was doing because the right hand had talked to the left hand that was a board of none of us that are here today. >> And they were following the directions they got from that board all with good intentions. And that board gave them direction all with good intentions. And sometimes things get
148a little kurfled in that situation. >> Kurfled. >> Yeah. Kurfuffle. >> Okay. >> Other comments. Um I'm not going to vote for this because I go back to Rubec when they had to replace the visiting bleachers. Had the district not done that, there would be no bleachers on that side of the football field. because they were in terrible shape. You couldn't fix them. >> Yeah. >> We had to put up new bleachers that met state law. Um the other thing I look at is is we as a district do have a responsibility to provide a place for kids to play baseball if that's going to be part of our district. And not just high school kids, but the younger kids and the other other kids that will use that field. And we are getting a
149really nice field for the amount of money, the tax money that we are putting into it because of this group that did a lot of fundraising. It's very simple. And and just because we're from Manitwalk doesn't mean that we can't have nice kid things for our kids. And that bugs me. And and it's always it bugs me because I look at the past and what they did to give kids in Manetwalk things equal to other places. All right. I go up and I look at the football field at Pilaski and to Pier and places and even though we have a nice facility, it's amazing what they have. It's amazing when I go and look at facilities at other schools when I was a coach and things that kids were playing on and they do stuff
150for their students. Southern Door has an indoor football facility. Plymouth has one. And my my question is, we have a group that has donated a lot of money, fundraised a lot of money to make something special for our kids. I think we can step up and at least put the amount of money in that would have just been if we had done the bare minimum there. There were no bleachers there when we got the place from the the police from the city because the bleachers were in bad shape. So they gave us a field that would not have had bleachers. >> Yeah. >> So what people are going to sit on the grass, we have to do something to make the facility a little nicer. And I think putting bleachers in that meet [clears throat]
151state law is part of that. And I think the extra money we gave for the field to make a turf in the long run will save us money as it's doing at rubck because we don't have to do the maintenance on it that you do for real grass. So I think we got a good deal by this group coming in and fundraising it. And I really believe the least we could do is to put up bleachers to make a place for people to sit and to watch the game. And the least we can do is have a good facility for all the kids that are going to use that field. So I think it's our responsibility. So I will vote no on. So, do you have we voted on the amendment? >> No, we haven't
152because we're still discussing. Any other discussion? >> Just point like it's the theme of the meeting tonight. >> Somebody didn't take care of tuck pointing, so now it's Mike's problem. >> Somebody didn't take care of reconciliation, so now it's Nate's problem. >> Somebody didn't take care of squaring away baseball stuff, all parts of it. And so now it's become the board's problem. >> So, we're inheriting the problems that came before us. and we have a tough decision to make. I understand your point of view. Our taxpayers are a little ticked off right now, right? But I also understand kids need a place to sit and and safely sit. Um, so I think we can sit and point the finger or be frustrated or we can say we're going to have to bite the bullet here
153and move on. And as you said, the SOP is in place to avoid this in the future. Um, and hopefully like Mike and Nate, we're starting to make some plans here to to smooth things out. And kudos to our new superintendent who is seeing those problems, right? And directing his team, and he complimented them tonight. He should probably take them to breakfast or something tomorrow because on top of their regular job, they're busy fixing problems that were causing the mess. So, I'll get off my soap box now. [laughter] I want to make the point that we're a little frustrated right now. Let's be careful where we're targeting that >> and be respectful of each other as we've been pretty successful doing that. >> Point made. >> Yeah, very well said. Yeah. Yeah. Any other discussion?
154Thank you, M. >> I'm going to say I I would vote against it as well because from my perspective, we're getting a Cadillac for the cost of a Camry. You know, we're getting something highend and we didn't spend $2.8 million. We're spending less than a million. So, I think this is well within our responsibility. >> Spending more. I don't I don't remember the total number because we gave 900,000 900,000 start today. >> But Carrie, you must understand that the previous board that Chris referred to said that we were going to buy the church. >> Yeah, we were going to do >> not get donated funds for it. >> Right. >> Okay. So, I called the question. >> Okay. So, any other discussion? We got >> I voted against that too. [laughter] >> Okay. All those
155in favor say I of the amendment. >> I. >> All those opposed say nay. >> Nay. >> Okay. So, the amendment fails. Now, we'll go on to the original motion. >> Original motion. >> What was your vote? >> I I voted. >> Thank you. >> So, um the original motion is that uh the district will take care of the bleachers. >> Southern Yes. Over 90,000. >> I like how concisely you put that. >> Maybe cheaper than right. >> Do we know? Well, no. We got the >> We got cheaper than we thought last year. >> Yeah. Yeah. >> Okay. Any other discussion on the original motion? Original motion. Seeing none, all those in favor of the original motion say I. >> I. >> Oppos say nay. >> Okay. And we move on then to the
156concession staff there. >> Um the last thing was brought up about this with the use of the the spent 10 general fund. The motion to approve the baseball field concession stand um presented and stipulated by the district needs to be reimbured and moved forward by to motion by Annne Bolsman Olson and David Coleman to send this to the full board for approval. Again, it was to approve the the final expenditures on that um with the added portion that it is to be fully repaid to the board by the committee fundraising committee. >> So, I make a motion to set. So, we have a motion to um have the concession stand reimbursed by the group raising funds when that comes, but to get the work done. I have a motion. Do I have a second? Second,
157>> David with a second. Any discussion on this? Hearing see none. All those in favor say I. >> I. Say nay. >> And that is >> long-term capital plan. >> Did you? >> No. No. I say this again. This is only the beginning of the finance or facilities committee's fun. >> You're all welcome to attend these meetings at the end, >> but the fun is just beginning. >> Um, this is a long-term capital improvement plan. As you recall, a couple months ago, it was questioned by Mary Liblonic whether or not we had a fun 46 project and I tabled a motion saying we were going to talk about the baseball. I tabled a motion at that time to investigate or Nate to investigate whether we did have a fund of which the baseball project was
158incorporated in. Well, it was along with 57 other pages that Nate discovered was in this fund 46 plan. In that in that plan were millions and millions and millions of dollars of expenditures that was supposed to come out of fund 46 and er funds. And I still don't understand er funds but I guess it doesn't matter. >> But anyway, the board of six 23 or 624 approved that plan, but that was prior to full committees that were appointed by then President Chris Ael. So this huge document was was passed with all these expenditures in it including the baseball, >> including a new turf in three years for Lincoln, including um new bleachers and I mean you name it, it was in there >> and it sort of looked like the old CISA 10 document that
159was presented to us >> under the file administration. It it read pretty much verbatim. So to me that document in looking and working with with Nathan um is no longer function. So and I I I talked to a good friend of how to phrase this motion. So my motion is to resend the acting long-term capital plan. no [clears throat] longer make it valid and then direct um the team administration and business and finance and facilities to come up as Nathan said a list of 20 new projects that would be possibly added to this approved by the board fund 46 plan of which once a project was completed the funds were available and used, a new one was added and we had an ongoing um rotating basis of projects that we knew as a board were
160coming out of this designated plan. So again, my motion was to resend the current plan, no longer viable, and create a new one. >> Well, I'd second that. >> [laughter] >> We have a motion and a second [laughter] >> to resend that. I believe it was it >> I think I was away when that >> B. I think it was unanimous caranous. >> I believe it [clears throat] was it 100 million the total on that? >> Yeah, I think so. I I didn't I didn't go to that like I just I kind of printed it off. >> He just gave it to me. I tagged it. >> Yeah, he he did the deep dive. My point was like, you know, when everything's on a plan or on a list, then nothing's on the list. You
161know, we need to just, you know, take a look at what we need right now, um, focus up and get things on that plan. So then, as we're looking at 26 27 budgets, we can start, >> um, getting things in the queue that 146 can fund on top of the the work that's being done with, uh, with the referendum dollars. So just you know I mean get it on one spreadsheet one one one tab one tab and uh we can we can work [laughter] on that >> uh gives us these history lessons. Do we have to pay tuition for >> lecture series? >> He's a public intellect. >> You're lucky dash a history lesson. I could >> rising Phoenix. >> It further proves my point that we're cleaning up the mess of the >> That
162was a mess if you use it for credit. [laughter] >> All right. Any other discussion on this? right away as [laughter] >> all those in favor say I. >> Say nay. [laughter] >> I will make my remarks short and sweet. >> It is so wonderful to see kids come. >> Okay. Yeah. >> And the other thing I got to say is >> it is so nice to have discussions and to be able to look at people and still >> realize that there's respect and and I I you don't know guys how good that feels >> being in government for a lot of years and uh just it's good. It's a good thing. >> It's only going to get worse in this country. >> No, it's we'll be fine, >> isn't it? >> We'll be fine
163here. So that being said, future dates, possible second meeting this month, but for right now it doesn't look like I think we have on Thursday second meeting. >> Mr. Shaw, anything for a second meeting this month? Do you have anything that >> I think our meeting will be that first Tuesday when we have the uh people? Yeah. >> Yeah. >> And uh We'll let you know if that other meeting has to happen and u >> the other Lori will come out with the dates for the >> committees that week before the next board meeting. Um that being said, we will now convene into close session. deliberate the uh negotiating or purching public properties, investigate investing public funds under the state law pursuant to section 19851E of the Wisconsin statutes and what we are discussing in
164close session and compensation strategies for staff. So, uh I would look for a motion to go into close session. I have a motion second. Second by Mary and Lori, will you do the roll call, please? Hi >> Christopher Ael. >> Hi. >> David Bowman. >> Sure. >> Hansen. >> Sure. >> Ann Holen. >> Hi. >> Wolf Bronnik. >> Hi. >> Keith Shaw. >> Hi. >> K. >> Thank you. >> She does it alphabetically. >> Just >> Yes. >> Why don't we take a short break? Um, it should not be a long close session, but let's make a short break of this >> because we're in we're in second. needing an update.