10/14/2025 Public Hearing & Regular Board of Education Meeting

001All right, I will call the um meeting to order for the budget hearing. And um clock on the wall is a little fast. I go by cell time because that gives everybody the same time coming in. So, uh, Lori will take attendance while we're here and I'm going to turn over to Mr. Milky right away to present. >> Good evening. >> Thank you for your time and attention this evening for the budget hearing for the 25 26 school year. I'm excited to be presenting this proposed budget to you. Uh before I get going, I wanted to thank Mary Blaha and Ken Mishler for their time last year um working for the school district um starting the process of creating a proposed uh preliminary budget uh that you guys that was brought to the subcommittee or

002the committee in July 1 and then their help uh with me as I've transitioned into this role uh starting on July one and the the help they did in helping me make revisions. Um, looking at the data, um, helping make our projections as precise as possible. And one of the points that I really want to drive home is that these are projections. Um, nothing is set in stone. Tomorrow, things are going to change a little bit. Things are going to be a little bit more set in stone. So, there's a lot going on in October for school finance. So, today we're we're we're going to have this bud we're having this budget hearing. Uh tomorrow the state is going to send us a spreadsheet. It's the biggest spreadsheet for me and my colleagues in other

003districts of the year where the state lets us know what our uh equaliz equalize aid is going to be which helps which also helps us figure out what our levy is going to be. They're going to tell us what our revenue limit is and things can become more concrete. Right now we we are we we we go with a a proposed budget with the best information that we have right now. Um I just want to focus on some highlights and then we'll just sort of we'll talk through uh talk through the budget um page by page that you have in front of you um printed out. Um even though I was a technology director once I I like print outs as well when it comes comes to facts and figures. some of us other old

004um so uh the the the right sizing the district did with staffing um is the direct you know the the direct reason why our expenditures are decreasing in fund 10. So fund 10 pays for the vast majority of of of all of our all of our bills of all of our people. Um so the right sizing done with staffing helped um to bring down salaries and employee benefits. Um that was something that the district did in order as part of the process of going out to referendum to borrow $25 million to start our work on facilities. So that's that that is that's the the highlight from fund. Um so in order to meet needs so this is something that's that's data driven. you know, we have more we have a higher percentage of students in

005our population that have special education needs. So, what we're what we're doing is we we have to move money from fund 10 over to fund 27. So, 10, that's uh the general fund. 27, that's special education. So, we do a transfer over to fund our special our special education program. Um, so we're going to be doing we're going to be transferring more than we did last year to help meet the needs that we have in our student population. Um, one of the or the top not one of the the top thing that came out for school finance officials in the latest budget from the state is that um, special ed reimbursement is going up. We're estimating it to be up to $5.1 million. Um, we'll go over when we go go through the pages the

006the changes what it was from from last year. Um, and we have a report that's due on Friday that we're ready to go on that tells that that helps communicate our special ed expenditures over to the state because that's the that is the that's the key number that they use to figure out what uh what they're going to send us for aid to offset special education costs. Um, so they'll take that and you know the the state said that they're going to reimburse 42%. It's probably going to be closer to 39 40%. Um, when everything's said and done. Um, and the last point before we go through the go through the sheets, um, the district has debt now. So we now have fund 39 debt. Um, that's going to be one of two pieces now

007that we use to put together to to to uh create our total levy. So the last few years the total levy has just been fund 10. Now it's going to be fund 10 plus fund 39. So that will make up our levy um from now um for the next several you know years um now that we have debt. So I would ask you to move back over take a look at the print out and there's printouts that are available for the folks in the audience as well at the table. We can start with with fun 10. So you can we have the you know the preliminary budget or our current or proposed budget um and the first column unodudited 2425. So we're still we're uh we'll get in we'll get our report back from the

008auditors around Thanksgiving time or so and then we'll we'll have audited uh budget numbers from from last year uh the change in the percentage change. You can see right at the top just like in the first um bullet point from the the slide that was just up uh expenditures for salaries employee benefits for fund 10 um dropped um and dropped pretty significantly and that's you know when you when you reduce FTE and when you look at like budget as a whole you look at salaries and benefits that's you know that's well over 70% well um you know 70 75% of our budget so that's you know when when something changes there that has a big impact on everything else. Um the item on page two at the start of page two in fund 10 I

009want to focus on there's just a little there's a couple asterises note fund balance deficit due to commitment to the baseball field project. So last year the the board approved using $900,000 a fund balance. So fund balance, think of that as that saving the sav savings account for the school district helps us get us through months where where where aid money or tax money isn't coming in. Um helps us with our credit rating uh with Moody's when we go out to borrow. Um so we're going to be taking uh using $900,000 of the fund balance uh to to help pay for uh the baseball field um last year. So, if you go over one uh one column, uh you can see that the the district uh underspent by $1.1 million um and was able to

010put that money towards the uh towards the fund 10 fund balance. Um, you know, the the the last slide in the pre in the pre in the presentation tonight talks about, you know, we'll we'll talk a little bit more in depth about fund balance, why it's important, why it's something that we need to need to keep our eye on collectively um for the good of the district. Um, so so yeah, so that you know that is balanced um other than the commitment made for the baseball field. So fund 10 um 81,000 or 81,415,757 um in in expenditures and revenue. We move to fund 21. When we look at fund 21, you know, that is, you know, money's coming in and money's coming out for that, you know, for um for activities, for clubs, for all

011the all the all the the the things that that you know, kids and families are doing fundraisers for, money's coming in, uh you know, for something like prom or something like that. That's where that money is going. It's coming in and it's going out to pay uh pay for things that the clubs activities are doing. So, we're we're estimating, you know, it's going to be around $300,000 of money coming in and money coming out. That's, you know, that's all local money. So, it's coming in um from from our from fundraisers, from fees, things like that, and it's going back out um and getting getting spent on um on things that kids are doing around the district. Fund 27 for special education fund are the three things. Oh, uh, one of the things that's that's coming

012back in the that's coming in the in the board meeting, the regular board meeting today is some more um some more some additional staffing for special education. So, we put more money towards salaries, towards employee benefits. And one of the things that that that you have to grapple with um when you're trying to find people to fill positions that are hard to fill, you might not be able to find somebody. So, then you need that third that third item there that I have highlighted, purchase services. So you might have to go out to a CISA CISA7 or a different nonprofit or a for-profit company um to get some of the services that we need for our students. So um uh those are the big you know those are some big increases um that we have

013um in expenditures for special education and then operating transfer in. We're increasing that and then we're expecting last year we got just a bit under 3.6 million from the state for our special ed reimbursement. Um we're projecting it to be about $5.1 million. >> Yeah. What was the what was the the past year's current um state reimbursement for special ed? 33% 34% >> third I think 29 probably affect >> I got in the committee meeting >> so then we're expected to go you anticipate tomorrow the state's going to say we're at 39 >> 39% as well >> so that would be an increase back to us of about 5.1 million >> not an increase of 5.1 but increase of like $1.5 million so we went from like 3.572 million to five >> projected 5.126 million

014So an extra one and a half million about coming back to the district to reimburse for special education expenditures. >> Yeah. So that's a big thing that's you know it's >> so when that money comes back in it comes back into fund 27 doesn't go back in doesn't go back into fun 10 that gets borrowed over to fun goes right into 27 >> fund 27 always has to be zero >> always always has to be zero. It can't you can't carry m that money over you always have to have a zero fund balance. The auditors check that. The state checks that. Um >> so there's no carryover anywhere. No, not not in fun 27 though. So, so zeros when it comes to fund balance for fund 27. Okay. So, debt um fund 38 and fund

01539. So, fund 38 would be if you have debt that the district went out and got without going to referendum. uh district I was in about 15 years ago was in a position where they could do that. They had enough uh enough money that they didn't they didn't need to go out to referendum. So they they had fun 38 debt. We don't we don't have that. We have fun 39 debt. So we went out to referendum. Um made the pitch for $25 million to help to start uh start working on our buildings. Um and so now we have that money. So um the 20 uh the the payment that we have to levy for. So this is one part of the levy. So the fun 38 part of the levy is $776,000 the change. Um

016so that's lets us know what you know what our payments are going to be. So we we'll set that so every year when we have this budget hearing um that will be part of what we talk about during the budget hearing and that will also be something that we talk about when we set the levy. So um fund 38 will now is now a part of our finances from for for now till for several decades. So, this is going to be part of uh part of part of what uh our what our uh our finances look like. Okay. So, now we have that, you know, the $25 million. Um we have we don't have all 25 million yet. We have 14 of it. Um we're going to issue um debt on April 1st for another

017$11 million and then it goes into here capital projects. So, fund 46 and fund 49. So, as that money comes in um to pay for things, it's going to go into from the from from the referendum debt. It's going to go into fund 49. Think of fund 49 as your checking account. Something's, you know, the money go the the money comes in when we need it. PT um the our our investment the investment company that we're working with releases it to us when we need to pay uh bills. So, it's going to go into fund 49. And then we'll pay for that, you know, pay for the, you know, the the roof on Lincoln. Um, pay for those projects as they get as the as they're done. >> Um 146, that's a long-term like savings

018account. Uh Ken started that like in 2015 or something like that. So, um, we've had it for a long time. So, we can freely use Fund 46. One of the interesting little sort of um things to note about fund 46 is that once money gets transferred into fund 46 um it immediately becomes an expenditure. So if you leave something in fund 10 fund 10's fund balance, it's not an expenditure. It stays a revenue because it hasn't hasn't been paid yet or hasn't hasn't been spent yet. But once it goes into fund 46, you're committing that to your buildings and um based on how the how the state looks at our finances um that they see that as an expenditure, which you know things are something's put into fund 46 that helps us out with our

019equalization aid the next year because in the next year it looks like um you know we had more expenses even though we hadn't necessarily paid for anything yet, but it would help us out with our equalization aid. So, um, that's gonna that's fund 46 and fund 49. Um, that's what we'll be doing to fix up our facilities around the district. Um, fun 150. That's too small. Um, I'll just jump to sort of the, you know, the the part that I think pops when whenever I show this to somebody. We look, you know, we you go to the bottom with the with the fund balance. Um, so we have a positive fund balance from funds from prior years, but past year, um, you know, the the the food program lost almost three or almost lost a

020quarter of a million dollars. Um, we're projecting about a $200,000 loss for the coming year. Please remember, we feed everybody um that comes to us. Um, you know, one of the the the um ways to work towards getting that as small as possible is just increasing participation. The more kids come, the more kids get stuff, the more the reimbursement is going to come back um from um from the federal from from the federal government from DPI. Um so um so that's something for us to be mindful of and continue to work. We have a long we've got a long relationship with Chartwells. uh they know this is something that that that they that that we all we collectively need to work on. So, um that is a number that that jumps. Um but something that's

021that's on our radar and something that we're going to work on as as best we you know to to try to get more kids um to to take advantage of that. I don't have an I'm not going to I don't have an answer on like how to how we can best address that tonight. Um but it's something that's that's on our minds. Perhaps more to the superintendent. >> Is there is there a plan or has things been discussed with chart roles to try to get um participation up and and get >> Yeah, if you'll remember back um pretty recently, we began two pilot programs um for afternoon meals um at Jefferson and Washington. and we were going to let that get rolling and then do a report to the finance and facilities committee as to

022how that's operating so far. One of the reasons we did that, not only to help, you know, make sure our kids have the nutrition they need to learn best. Uh the other was that the reimbursement rates for those meals were higher in proportionality than the others. So the reimbursement rates for those afternoon meals um is essentially a strategy to do just what we're talking about. So, one of the things we want to do is to try to um determine whether or not that strategy should be applied districtwide if it is having a positive impact on that overall bottom line. So, those will be things we have to think about and start discussing here as we move in after the first quarter of the year when we have some firm numbers on really how those are

023going. >> Okay. >> Got anything else or >> um go to the um just the slideshow to go over a couple of things. Okay. >> A couple of questions on 10 or just comments, I guess. Um, taking a look at the tax levy that jumped out at 8.3%. We're holding ourselves fiscally responsible to our taxpayers. Wanted to point that out. And also again, that insurance and judgment debt increase in that as as we do things like replace boilers, >> upgrade using our capital funds. Just knock that down a bit. >> Absolutely. Yeah. And and even um Monica who's our our rep from M3, she said as soon as stuff gets done, let us know um you know, let us know that uh that that those things are happening and then we can start looking at

024resharpening the pencils over you know our property insurance. All right. Um, just before I get into a couple of these slides, and I I did make some changes compared to like what what was posted. Um, just so you know, I when I put a till day in front of something, it's an approximate number. It's projection. Okay? Just so I just didn't want to like have it out there and not define what that is. Um, because I certainly realize that not everybody's, you know, is inside of my head and understands what's going on in it. So, um, so yeah. So if you see that till day um you know that's we're we're talking about approximate numbers. So this is just a a a little bit of a look back in terms of um what our aids

025looked like what the levy has looked like over the years. Um so you know our state you know we expect our state aid to go down fewer kids. Um we expect our state aid to go down. Um, we have an allowable levy and then we have what we're going to levy. Okay? You know, we are looking at right now about a $3 million under levy. Um, this is to make good on the promises made um when the referendum was up last spring. Okay. We what we're looking at is about a 3% increase to get um inflation back for the district. Um but other you know other than that we're you know we're we're take we're we're holding holding tight on that um the the uh 3% increase. Um like I said in the past we

026didn't do any fund 39. Now we have fund 39. Um so this is what we're looking at for a total potential a proposed levy. um next Wednesday when we meet um that'll be something that we we talk about and then we set um for this coming school year. Um in another slide we'll talk about we'll look look ahead. We we still have this we have an operational referendum has two more years on it after this started out at nine and a half. This year it's at 13 million you know. So, like when you take a look at, you know, the operational referendum, you know, we're leaving three million of that um on the sidelines even though it was approved by by taxpayers. Um that's something that we're we're we're leaving off because we know um

027you know there's there's a lot of work to be done in terms of working on our buildings. Um this is what you know what it's going to what what it's looked like the last couple of years. Um the total levy percentage changed. So we had a a 37% raise a 13% raise. Um and then this year we'll have a 3% raise um to the total levy. Um just something to call out in terms of what what the levy is made up of other than you know its operations, its debt. Um one of the other spot parts of it um 18.9% of our levy is used um for vouchers and vouchers uh vouchers for students, vouchers in this in this special ed program uh voucher exemption program as well. So um when you look at a

028breakdown 78.5% of of the levy is going towards district operations 18.9 is going towards vouchers and two 2.6% is going uh towards our debt. Um mill rates are changing. Um so uh you know it's just it's still all just it's it you know some of the these things seem complex but it's just algebra. Um you know equalized value divided by total levy times a thousand. Um so our equalized values have gone up. So because our equalized values are going up from a little over four billion to four and a half billion. Um, and we're holding the line on the levy. Our miller rate is taking a pretty big dip from 7.05 to 76 6.55. Um, so you know, these are the two big, you know, some some pe you know, obviously the levy is what

029you know what the money we're asking for, but mill rate something that people ask for because that's how you compare yourself to your tax rate to to districts around around you. Um, so, uh, what what happened if we didn't underlevy? So, if we didn't underlevy, there'd be, you know, a better than 13% increase in the levy. Our mill rate would be going up. Um, in this situation with a 3% levy, this is where we're at with our with our mill rate at, you know, expecting it to be about $6.55. Um, so our operational referendum, we have not hit the top of it yet, so it keeps going up. So we'll have 13 million. We have 13 million this year, three of which we're not taking, and then 15 and then 17 and a half. I

030don't have answers about what we're going to do in the future. I can only talk about what we're doing today um for the 2526 school year. Um, but that's something that we'll discuss in the coming years about how how we're gonna how we're going to manage that um the the money that's coming in over the next couple of years for the operational referendum. >> The interest that we the interest that the district earns off that that referendum dollars that we don't spend or whatever as you progress there that then comes back to the district in fund 46 that the district can then use again on other building projects. Is that correct? >> Yeah. Yeah. Or you just put it in fund 49. One of the 149 >> wherever. Yeah. Yeah. When that money comes in,

031um yeah, that will just go towards other other projects that we need to do. >> Okay. >> Um last item. Uh so fund balance, you know, we're we're in a good spot. Um credit rating agencies like to see closer to 30% um of revenues. Um I I assume at some point in time in the next couple years, we're going to be looking to borrow some more money to address more of our uh more of our facilities issues. So the the higher our fund balance for in fund 10 can be closer to 30% the better off we're going to be in terms of like what the credit rating is that Moody's or whoever we go to um is going to give us for a credit rating. So that'll help with interest. Um so it's it's you

032know right now you know in terms of managing the district um being able to not have to short-term borrow. are in a good spot with that. I'm just talking about it from just sort of a longer term philosophical perspective that we need to um you know it's something we need to keep an eye on in terms of uh um you know how our financial portfolio looks um to credit rating agencies. So um so fund balance we'll talk about that again down the road but it's one of the things I just wanted to to touch on before uh we were done today. So that is my presentation. >> Any questions from the board? >> My question is I've been reading about cuts for special education money from the federal government. >> How will that um affect

033us? >> I mean I think we we just have to wait and see. I mean, you know, we thought no title dollars in July >> were coming and then they came. >> So, I I think just waiting >> to see what happens in the long in the long run. Um, you know, we'll we'll see what happens. Um, but I think reacting quickly to news is probably is isn't a good uh a good way to to handle this these sort of things that like is it coming, is it not coming? Um, you know, it's just wait and see. >> Okay. >> All right. At this time, the board has no other questions. If anybody has a question, just on the budget issue, >> not making any opinions or saying anything. If you have any questions on

034the um process that that Nate went through and this is your first time, you did a nice job. I appreciate that. But if anybody sitting here would like to ask a question, I will accept that at this time if if long as you keep it to a budget question and don't get into a speech >> even. >> All right. especially have another question. >> No, I never had a question. Good luck. I can't do a speech. I got to just ask a question. >> Good luck with the state tomorrow. Hope it comes great news. >> I do want to note that uh as I looked at the salaries here, um it was a one plus one plus million dollar savings in salaries. >> Oh yeah. >> And we didn't close the school. So that was

035a nice job by the administration staff here to go through find out where we were maybe over staff and different things and came up with a million dollars in savings. So that's a good thing for us. >> All right. >> So we did go up in insurance and judgment. What is what is judgment mean? >> Oh, I mean it just I that's just where we we pay for insurance or if there's any means or anything like that. So, is that health insurance or is that health insurance? >> No, no. Health health insurance is under benefits. >> Okay. Okay. >> I make a motion we close out a close public. A second. Public hearing. All those in favor say I. >> I. Post say nay. And we are journing. Thanks, Nate. >> Thanks. And at this

036time, I will call the uh regular board meeting to order. Um, and I welcome to the front to the boardroom the fourth graders from Madison Elementary School who are going to lead us in the pledge tonight. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you, Madison. Fourth grade. >> Yeah. >> And I will turn it over to Lori for roll call. >> Christopher Ael >> here. David Bowman >> here. >> Hansen >> here. >> Annne Holson >> here. >> Mary Loy Bonnik >> present. >> Eshaw >> here. >> Tra >> here. >> Thanks Lori. And I will open it up to public input. We have one person requesting that tonight. Barb,

037come on up. [Applause] My name is Barbara Post. I live at 85 Wilson Street, Managewalk. I've been here before, but tonight I want to talk about all the changes taking place. There's still questions about true inclusion and NVC NVCI how it goes hand in hand together with true inclusion. What with all the changes taking place there are still questions like why does the subject of true inclusion get tossed around without definition? We've been doing the same thing forever. But what is the definition of true inclusion in the 202526 Manitwalk School District? How is it implemented here? And why is it so important that all schools are on the same page and are given the students are given the same opportunities in their home schools with active participation by schoolled teams. Another partner to true inclusion

038is NVCI, nonviolent cross crisis intervention. This is not a new concept or protocol for MPSD. It has been here a long time but not fully implemented. Thought to be only for certain students and staff. It is soft skills apparent. It takes care of everything that's and we're lacking in soft skills across the board. As an educator, one must realize how truly important this one inclusive ranging protocol is for the district. It reaches beyond the school place. It extends into the community. NVCI does require time, patience, perseverance, communication, and collaboration from all staff to give true full inclusion any chance of success. It's a total perspective change to work. It has to be a complete staff buyin and all day everyday working place mindset concept concept. You have all been trained as I was told. So

039make it your top priority. The first tool used in your daily work routine. Practice makes it a habit. This tool is imminent in teaching in a nurturing empathetic approach to compliance. It is everyone's responsibility to care for the welfare, safety, and security of all. Through this training and use of it, awareness becomes top priority to getting a situation under control or maybe alleviating it all together. That's what a highly intuitive NVCI trained staff team does every day. Always looking for positive ways to make life better for all. Positive interactive role modeling produces positive self-reliant, responsible, problem-solving students. They have the knowledge and the ability to make this positive good choices in their approach to life. By following this protocol every day, all day, it gives oneself assurance of doing all that you can do to

040make a positive impact. Communicate, collaborate, take tech out of the picture. Human interaction is our top priority. You have the ability to do your job, not wait for someone else to do it. Ask questions. Get more info. Reread the practice. Stay alert and be ready to follow the protocol. You have had training. Believe in yourself. Not sure? Check with your team. We are living in a tech global world, but human behavior of MPS staff and students should always be your number one priority. How many of you have had the CISA 7 intense 3-day training? It is very intimidating to be working with I went there. I have worked with strangers. It is very intimidating to have someone take you down and you realize how someone feels when your personal space is invaded. To have one's

041personal space invaded or compromised breaks one's trust in that person. Facing fears is an ongoing human battle needed to work through to alleviate it. Stay cool, calm, and collected. Safety always is your number one priority. How are you impacting others? You one must interact positively and face your fear. You students all the same with different modifications to accomplish the task they are given. We are all in this life journey together. Sincere positive human interaction is our most important task and our greatest gift besides just getting people something is the gift that we extend human interaction is positive to each others. It leads to a broad acceptance when we can understand that we are all different and we all have differing emotions and views and still able to work accomplish and thrive together toward a common

042goal. When I worked when I went to this they gave you this aid and if you just look at it it's four steps not very long it's the most impressive thing and I don't know who if you guys are all have had this training or not because I worked with it for 16 years I was with the kids that no one wanted to work with and I always got through to them. This is a very important tool and I think if everybody's trained they need to be able to be able to work with any child given to them in a date. Thank you so much for listening and I hope I'm hoping because you told me that everybody was trained we should not this came from last month. There should not be 100 or 59

043to 100 in fractions yet. You're supposed to be at zero. Thank you. Thanks, Barb. Have no other uh forms for public input. I will close public input at this time and turn it over to the consent agenda. If you check your consent agenda, is there anything anybody would like pulled from that for discussion? Anything anybody would like pulled? >> Yes, Chris. >> Yeah. from D number two which is policy 01445.5. Anybody have anything else? >> Okay, let us do this. Can we >> hang on one second? Can we approve the other ones? Then we'll come back and discuss this. Do I have a motion to approve the items that were not pulled? >> And with the motion, Chris with a second. Any other discussion on that? Hearing seeing none. All those in favor say I.

044>> I. I. >> Say nay. And now we have the um pulled item. >> What was the number please? That was 0144.5 board member behavior communications and code of conduct >> and a partridge in a pair member behavior. Yeah. >> Okay. >> And speak to the issue, Chris. >> Yeah. Um, thank you and thank you everybody for allowing me to address this. Um, I have a real We've had this basic policy for quite some time. My concern here is the change um to um in the second paragraph where should be avoided becomes are prohibited. >> Okay. And the reason that concerns me is because ultimately the deciders of appropriate behavior for board members is the electorate. There's uh so I think it was best as it was written before should be avoided rather than are

045prohibited because the only people with the power to prohibit them are the voters. The board can censure members but the board cannot prohibit behavior of any given member. If the behavior is illegal, obviously it can be stopped. But other behavior that we disapprove of, we can't prohibit. We can simply censure and the person can then turn around and engage in it again. So that's that's my concern. I I would move that we return the language to should be avoided from prohibited. >> Yeah, I'll second that. >> Okay, >> we have a motion and a second. Discussion on it. I I sort of took my discussion already. I apologize, but thank you. That's okay. Chris, >> could you please repeat that remove and return the language? >> Yes. >> Remove are prohibited from the end of

046the second paragraph and re and return to should be avoided. >> Yeah. Restore the the old the old word. I I yeah I I just find this this paragraph you know pretty subjective and you know to um what does compromise the reputation what constitutes that I mean honestly if that isn't subjective I don't know what is maybe maybe less so on legal position of the district but um I do I do think there's there's a lot of judgement call on that one. So, I would I would I would rather have prohibited than, you know, I'd rather not have prohibited. I'd rather have avoided since there's so much play in this in this whole this whole clause. I would understand that. My concern, however, is for the legal part of that. That if somebody says something

047that can bring legal consequences to the board of education, that concerns me. Um, and I agree that >> um, >> yeah, >> I I agree with what you just said, Carrie, but my my concern is if one of us says something and that brings legal consequences to this board or the district and we let that happen, I'm not sure that's a good thing. I'm not sure how legally an attorney would look at that. you know, if I said something that that brought up a lawsuit against the public school district, um, and we don't have any protection saying I can't do that in our policies that there's nothing in our policies that says, "Well, he can't say that." What if it's inadvertent? I mean, I mean, certainly, you know, people, we've had people fly off, >>

048right, >> etc., etc. And um sometimes >> I think I I certainly I certainly agree with nobody should deliberately, you know, >> yeah, >> take action or use speech that compromises the board's legal legal interests. Um, one could argue about whatever the interest is, I suppose. But, um, yeah, and >> we made two additions on that sentence. And if we would take one or the other off, it might be what about taking the reputation or off because it see it appears as though we're most concerned with the legal position, right? We want to make sure we're upholding our legal requirements as board board members. If we take that off and make that strictly prohibited that one. >> Yeah, I think that I think that's a good idea. >> I think when you take a look

049at that whole that entire sentence, conduct by board members that compromise the reputation or legal position of the district should be avoided. Lots of things should be avoided. But I think the specificity of of the district compromises the reputation or legal position of the district are prohibited is much more definitive. I think that that should be avoided is uh is nice. There's a lot of things in this policy that should be avoided, but I think the specificity of are prohibited is a little bit clearer to understand. In my my speaking, >> I feel this paragraph speaks to the leadership of the board. the first part of the paragraph. And as as we work toward that culture of excellence and professionalism, I think the board needs to be leaders on that. And I would support to

050leave it as as proposed. >> Discussion. We have a motion to change it. >> Yeah. We want to amend the motion >> and the motion to remove the >> just to remove the reputation of >> or do you want to have it stand a separate amendment motion? >> Um only if we're keeping prohibitive if they are prohibited. >> Oh yeah yeah yeah. Okay. I don't know. >> So, what are we thinking? >> Call the question. >> Yeah. >> Okay. All those in favor >> and to be clear, this is the original motion which is to change back to should be avoided from our president. >> Okay. So, if you are voting yes, you want to change back to the original. If you're voting no, you want to you want to leave it as it has

051been changed. All right. All those in favor of changing it signify by saying I. >> I. >> All those in favor of leaving it. >> I'm confused. Then >> state the motion again. The motion was to strike our prohibited which is in green right now and return to should be avoided. >> Okay. Okay. >> So, all those in favor of the change say I >> I carry and >> Chris. >> All those opposed say nay. >> Nay. >> So, the motion fails. >> Okay. Um, then do we have to vote to approve the new one or is it is it approved? >> No, it's the old one. >> Move to approve. >> To approve. Do I have a second to approve it? >> And I have a second. >> Discussion. All those in favor say

052I. >> I. >> Post say nay. >> And it passes. >> All right. Well, thank you. Student representative. >> Okay. M >> so I'll just introduce myself again. My name is Lulu Linboom. I'm a junior at Manitwalk Lincoln. And my job basically is to provide like a student perspective of what is going on within our school's community. Um now I have three topics I'd like to inform you guys on. One being sports, one being homecoming week, and one being student exploration. I'll start with sports. Um, our football team continued an unfortunate loss streak going zero and seven so far until their homecoming game. I'll get into that later. Um, boys soccer has had a 7 to2 record so far at a 36% win rate. It's okay. Um, cross country has had quite a lot of

053meets this past month with member Natalie Portman achieving a new school record of 1850 with other members such as Lucas Gallagos and Norah Free meddling in multiple races. Um, now moving into girls sports, girls volleyball has had a 51% win rate um, with junior Abby Weedmire having achieved 1,000 kills. >> I don't really know what that means, but Okay. Um, girls golf is moving to the end of their season with member Bello Reeves moving on to sectionals after making second team for all conference. If you don't know, girls golf is a new sport at Lincoln this year. Um, the girls tennis number one doubles team of Jordan Pop and Taylor Peterson won sectionals and will be heading to state. I believe they both won last year but weren't competing together. All right, now moving into

054homecoming week. Um, on Monday, the student senate hosted a hallway decorating competition between classes with each grade working hard to make their hallway theme stand out. The creativity and teamwork really showed how much everyone cared about making homecoming week special. Um, and I know what you're thinking. Who were the winners? Um, take a wild guess. The seniors and could have been the juniors. We were pretty good. But, um, on Wednesday, the homecoming bonfire was an exciting way to celebrate homecoming. Students gathered around the fire enjoying music, cheering, and spending time with friends. Um, I think the event brought everyone together and created a strong sense of school spirit and unity. Um, on Friday, we celebrated homecoming with a schoolwide pep rally with entertainment from student senate, the marching band, dance team, and the cheer team.

055And later that night, the homecoming parade occurred with multiple floats from different school activities and clubs. Shortly after was the powderpuff game at Rod Rubik coached from volunteers from the football team. All right. And then on Saturday, the homecoming game was very exciting as we saw our first win from the ships this season against Green Bay East going 20 to 12. And then later that night, we had our homecoming dance with Sarah Boltin prom queen and Brett Danielson awarded prom king. Now moving into student exploration. Um, juniors attended a career college fair at Lakeland University. I was there pretty informational, a lot of schools, but it was it was okay. Um, on top of that, we've also had a couple guest speakers come to Lincoln. One from real estate and the other from an EMT

056program. >> Thanks. >> Thank you. >> Yeah. >> Just a note on homecoming. I got out of my car as I was walking to the game. The band sounded terrific. Yeah, >> they really >> they were really good. It almost sounded like Wisconsin. I mean, it was it was huge and it was a big sound. So, I was very proud and congratulations. It was good freshman. >> All right. Report of the superintendent tennis. >> All right. Thanks, Mr. Hansen. Um very excited uh this evening to uh bring light to a very special young man who has uh achieved um some academic greatness. And in order to recognize him, I'd like to invite Mr. Michael Hoffman, principal of Lincoln High School, to come up uh and introduce our special guest and celebrity on this. And I

057also uh when we're prepared, I have a certificate to present as well. >> Awesome. So, uh in our in our audience today, we have Torielmer who um who uh is uh has been recognized as a national merit semi-finalist. >> For those just a quick um explanation of kind of what that means. Um, as students submit their ACT scores and SAT scores and so on and so forth as they grow closer to graduation, uh, the National Merit um, corporation u takes that information and looks at a variety of things and then reaches out to students. Tor is one of 16,000 which sounds like holy cow that's a lot. However, there are 15.1 million high school students in the country. So if you do that math I did it a while back when I was presenting to

058you in the band room tour. It was like it's it's a tenth I say it was like tenth of a of a of a percent of the high school population in the country. >> Um so what we had to do is we compiled a variety of information about the school and about tour and sent that off to the corporation to wrote an essay and did some information on on his own. Uh once that's submitted, then the corporation takes some time and they whittle that list down to 9,000 National Merit finalists, which we're of course opening the tour. Um makes his way toward. Um I asked uh a variety of teachers to tell me about tour as a person, as a student. Um and two themes came up. Uh excellence popped up. um obviously academically uh

059like extending himself >> on a regular basis. >> Uh they did say a tour sometimes was a little quiet. >> However, um with that quiet resiliency comes a great leadership. Uh variety teacher said that for his it can be a little on the quiet side. The students really look up to him. uh and when placed in positions of leadership, they gravitate towards his example and they gravitate towards him as that leader. So um leaders come in all kinds of shapes and sizes and and uh personalities and I think some are gregarious and volume you know and so on and some can also be very quiet and lead uh by example and with uh with the resiliency and excellence that you do. So just a quick synopsis of of who tour is and what this what

060this means. So to I think Mr. Tennis has got a a presentation for you here, but we just want to say one more time a round of applause. On behalf of the Manalk public school districts, I'd like to congratulate you on being a national scholar. As uh Mr. Kaufman pointed out, it's it's quite an honor and we're uh very uh proud of you and thanks for representing our district and Lincoln High School in such a positive manner. [Applause] >> Could you just No, I don't. I bring cameras. Just maybe >> I like to take the picture. So that's right there is good. >> This is your award. I'm gonna go one like that and then I'm going to go like that. >> Awesome. >> Congratulations. [Applause] Um, speaking of awards, I'd like to also just

061uh publicly recognize um I don't know if you recall, but last year uh staff awards in terms of around our culture was called the Cold Coffee Award. Uh this year we uh took a different spin on that and it's the Rising Tide Award. And the Rising Tide Award honors staff nominated by their peers who lift others up and inspire our community to rise together. The recognition celebrates the power of colleagues lifting one another through positivity, support, and dedication. Winners are presented with a certificate, a gift basket, and a small token of appreciation for all of their hard work. And we are very excited to honor three um recipients this month. We honor Kelly Phelps who's a speech and langu language pathologist at Monroe Elementary School, Kelly Spearing, who is an instructional aid at Washington Middle

062School, and Arinati Meyer, who is a science teacher at Lincoln High School. So, congratulations to them for their honors on the Rising Tide Award. Um, as you work through my report, you'll see I had a quite a lengthy section this month on my learnings. um continuing to participate in the first year superintendent work workshops that are provided by WASDA which is our state organization for district administrators. Um I'll continue to include those links in there so you get to see all the exciting topics that I'm learning about and if you ever run into one of those topics that you'd like to know more about. Try to catch me sooner than later so I remember you know. Um uh also I did have uh the honor and privilege of attending the national superintendence forum in Phoenix

063um as I was asked to to share and participate in leading and facilitating a roundt uh discussion highlighting MPSD's school to work programming. Um and um I titled the roundt growing our own local partnerships for student success and workforce development. Um so um essentially uh hosted that opportunity where superintendents from around the country were able to come in and uh facilitate a conversation about what what's really great about the format was not only did I get to share the great things that are happening here in Manitwalk but it also spurred conversations about what's happening uh in workforce development in many many other states. So it was a great opportunity for for for learning and I'm very uh grateful to have had the opportunity. So, thank you for allowing me to represent our district and our

064community in that way. Um, I do want to touch on another issue in terms of legislative advocacy. Um, we have spent um, we we just had our pack meeting at CISA 7 where we had an opportunity to meet with seven or eight different local legislators on some issues. Uh, you you may have seen that I I I don't get involved on every issue. Uh, but on this particular issue, I felt a need to and and called to do so. The issue is really around um essentially a it's a penalty if you will where it discourages um retired educators from going back to work and helping us out amidst the shortage. So it's really about the retirement annuity and not being able to draw that and they can only work uh 880 hours uh without penalty.

065Um there are many states in our area as a result of you know the shortage happening that have decided to put that aside to allow people to work. Um I can tell you uh from experience that our district does direct it directly affects our district. um as principal of Lincoln High School just a few years ago. Uh we were short an uh English teacher and uh one of the very best English teachers that I ever worked with in my career uh happened to be retired and she did come back and help us out. But what was a shame is she couldn't help us out for the entire day. She could only teach a couple of classes. Um you know, the legislators quite frankly make some excuses about why this doesn't go through. It has been

066it had does have bipartisan support. Uh and uh however the the ironic thing is is it was removed from the committee uh prior to the committee meeting. So um my letter on that is just to urge them to reconsider because these are very talented and experienced educators that all the districts in the state of Wisconsin deserve access to uh to help our kids learn and grow. So if you feel so moved, you know, contacting your local our local legislators about this issue can be helpful. So I appreciate if anybody would do that. We hosted um some Spanish students from September 2nd to 14th. Uh MPSD families hosted students uh from Sagasta, our partner school from Spain. The group of 21 students and two teachers had a wide variety of experiences during their visit. Uh they

067attended classes at Lincoln, went to the Raar West or the Raar Memorial School Forest. Uh by the way, almost universally when I asked them what they enjoyed most, they like American football a whole lot. A couple of them got to go to the Badger game. They were excited about the Ships game. They were doing cheers in the stands. So it was really exciting to get a chance to meet with them. Uh, and a special thanks to Lori for coordinating, but we hosted a lunchon with those students here at central office and I was able to go in and have a conversation with them and learn a little bit about their culture. Our students from from Manatwalk will visit them in June uh late, you know, over summer uh as part of the exchange and we've

068we've had this relationship for quite some time uh with that school. >> Do we get this get our kids into a bull fight? we have to sign some waiverss of liability. But >> so there's also a section in on here which is very important on the upcoming uh dates and timeline for our facilities advisory committee uh work of course that's been completed uh Wednesday October 22nd uh representatives from those committees as well as Mr. Hacker who facilitated will be here uh to to deliver a presentation. Um that presentation also uh and the information from it was shared via a staff uh all staff video that I created and shared out with principles to share with their staff. We're also going to be creating a frequently asked questions uh document that we'll begin uh by sending

069out at the end of this week after all the staff members have the opportunity to uh view those recommendations as well. coffee and conversation this month is on Friday 24th with me at the Manitto coffee um at 9:00 a.m. in the back room there. Um we also um had a u we also as a district were asked to participate in the UW Green Bay Chancellor's dinner and I do appreciate Mr. Tras and Mr. Hansen and Mr. Hoffman joining me uh for that special event. uh essentially um showcasing the rising Phoenix program uh and the fact that it started in Manitwalk and the fact that we have had such strong success with that program with our students both academically um and they're they're doing a really great job as students. Um and the beautiful part about

070it is um almost nearly every student goes on in their college experience. Uh so they're not stopping at their associates degrees. Uh when they graduate Lincoln High School with their associates, they're they're going on to continue their college education, which is the goal, one of the goals of that program. Um thanks to all the members of our uh public relations team that meets monthly. Um, in addition, um, Manitwalk is being featured on Wisconsin Public Radio's Morning Edition hosted by Alex Scroll, which will feature, um, an interview from myself highlighting the work of the district. The story focuses on how school districts across the state are implementing strategies to strengthen student culture and address enrollment issues. Uh, 73% of districts in the state are in declining enrollment. um also began um a meet with them quarterly,

071a meeting with the PTO, PTA uh representatives from the district. Uh we had a very nice discussion about what's happening in those schools and then their programming and I also shared with them um the recommendations of the facilities advisory committee. We don't typically meet in November, but I promise them that we'll have a special meeting to also go over things uh as things become more specific after these initial uh general recommendations are made. And I'd be happy to take any questions anybody has. >> Questions? I see. >> Awesome. I'd like to turn it over to Heidi Schroederus who is going to begin our director's report. We have I I should preface I mentioned this to all of you. Uh we're having our principles come through and sharing their 100 day plans with you in a

072brief presentation. So >> uh we are very excited to have our principles joining us. We have Angie Parton from Monroe. I will let her introduce her team. They're going to share about their 100 day plan and where they're at so far this year. Come on up, Angie with your >> So I'm here with one of >> one team. Okay. joined a team of two today. So, um I'm happy to walk through our 100 day plan with you. Um this year we uh we now have a larger building leadership team that is comprised not only of administrators or people working within the office but also with our staff as well. So, if you take a look, Marissa Cl is here um tonight. She is our dean of students. Um, Tara Buckner is our school counselor. Ruth

073Crowy is our instructional coach. Vicky Hang is our EL teacher. Chelsea Meyer is one of our kindergarten teachers. Paul Delo is a special ed teacher. Greg Kohler is our school psychologist. Sarah Lensac is a third grade teacher. And Susan Hack is our reading specialist. So, we have all of these people and we meet once a month to to go over um our 100 day plan and look at where we're at, but also looking at other building um things that we need to discuss. >> I do. >> I think the presenter >> slideshow. >> There we go. >> Okay. So, some of the data that we got together this summer to do a data summit and we looked at um web which is the test that is given to all kindergarten through third grade students. Um,

074one of the things that we noticed about that um was that 86 students K3 had um had reading plans. And so when you look at that, that's a lot of students that are on a plan um for reading. We also looked at our forward exam data. Um within that forward exam data um we noticed that there were a lot of um there were significant gaps achievement gaps in our um marginalized population. So um economic status gap was it went from 20.5% to 25% in our um testing. disability status gap went from 29 to 30% and our English learner status gap went from 27.9 to 20.7. So we looked at that. Then we also dug into our access testing which is the testing of our EL students and we noticed that over time our students were

075doing better like we were having uh so for the 24 25 we only had 5% with low growth but we had 40% and 55% that had typical growth or high growth. >> So we're looking at our our e population and what is happening. So our team was like, well, what is the e teacher doing? So we were um digging into that a little bit. So you can go to the next one. So our team actually after looking at all of this data, they identified that the reading foundational goal or reading foundational standard three was something that we wanted to work on throughout the whole school because we wanted to make sure that our students really learned some of those skills with reading. So our goal is in the first 100 days of the 2526 school

076year, 80% of students will know and apply grade level phonics and word analysis skills in decoding words as measured by common formative assessments. And so what we do is we have weekly professional learning community uh meetings. We have the monthly builder building leadership team meeting and we do a lot of data tracking in order to make sure that we are focused on the goal so that we can achieve that goal. So if you go to the next one, um our professional practice goal, which is related to our staff, um our team decided that what we were going to do is we were going to focus on having staff unpack one standard and one standard being our actual goal for our uh for our building. So what they've done is they've taken the foundational goal um

077the standard and they have identified the learning targets and the success criteria which are all the skills necessary to become proficient in that standard. So if you click on third grade, this is just an example. Um, every grade level, our building leadership team talked about this. So, every grade level we have our building goal up on top and then the actual grade level standard and then what they've done is they have identified what the learning target is and then the skills related to that learning target and then the data that they have compiled. So our building leadership team is looking at this data as K5. Our teams have created this. So then we can go back and look to see how are we doing? Are we actually making progress? Are we not making progress? What

078do we need to do? Um and in in our PLC's that's pretty much what we're doing is we're looking at data in order to drive the instruction that we that we have. Okay. So our our teams are doing the professional practice goals. So if you go to the next one, we also identified a behavior goal. So during the first 100 days, teachers will teach and practice universal expectations in common areas and then utilize response protocol for chronic unexpected behaviors so that less than 20% of our student population has minor referrals. So here's things that we we were doing. So if you look um we went over our our team had decided on like what are the schoolwide expectations and we shared that with staff and staff was instrumental in creating this as well. So we

079spent and I'm going to jump to the bottom. We spent the entire month of September teaching and reteing the expectations. We go over these time and again because we know that with routine and with practice, students are going to demonstrate appropriate behaviors. And so, um, Marissa, um, did a wonderful job of identifying as well like expected and unexpected behaviors. These are things that we actually talked with kids about. So, expected behaviors being this is what we want to see. This is what we want to see in the lunchroom. this is what we want to see in the classroom. Unexpected behaviors would be those things that we do not want to see. So we actually explicitly taught that so that the kids there's no questions. So um and then the character strong the district has adopted

080the character strong um curriculum and it has been wonderful as our counselor is helping our teachers lead these lessons. Um the month of September was kindness and so there was a lot of lessons related around kindness and different things noticing kindness that the kids were doing. Um, and then they'd go up on a bulletin board and the counselor had an assembly at the end of the month and Lee came to talk to our kids. Um, so we focused on that. Now we're on to respect, but also within there we're talking about bullying and what that is, what it looks like and um, some of those things. And actually, as a matter of fact, like less than 5% of our students currently right now um, are receiving support. >> That's awesome. >> So, so additional information,

081things that we are doing at school. So, we have an instructional coach that is actually doing um coaching cycles with three of our grade level teams and one specials teacher. We also so I attend uh PLC meetings and so we focus on standards, learning targets, success criteria, making sure that like that the teachers and the kids know what it is that we're doing in terms of teaching and learning. And then we're also looking at student data which drives our instructions and we're we're digging a lot deeper into data. And so it's wonderful to have conversations with like fifth grade teachers about division and how like we need to dig deeper into how we're teaching it and there's different strategies to be able to use and where are some of the kids struggling. So so we're

082doing that um and I try to provide them with some very specific um feedback related to like the the strengths that they are doing and then potential areas of growth like where we could go further. Um, our building leadership team is looking at data and providing support. Our counselor and our dean are supporting students and staff with observations, uh, strategies, restorative conversations. Um, our counselor and our dean get into classrooms to to observe not just student behavior, but also like some of the practices in the routines to be able to provide some suggestions um, related to that. And we are also utilizing our EL teacher who had a significant amount of growth around um the students that she services. So she's providing some professional development once per quarter to our staff. That's what we're doing

083at Monroe. Can we clap? Yeah. [Applause] questions or no. Okay. Um, next I have the privilege of introducing our Wilson team. So, principal Anna Bey, assistant principal Amanda Pala and reading specialist I think is joining maybe Julian. >> She's our cheerleader. >> For moral support, Julian reading teacher, yes, >> reading interventionist rather. I apologize. >> Sure, >> we'll sit. >> Okay. >> All right. You can if you want to. Um, we're passing around our PLC playbook, which is a resource that we gave to all of our staff. We'll we'll we will reference that at some point in our presentation today. So, I'm Annabelle. This is Amanda Pala. So, thank you for having us here tonight. Uh, we're going to take you through our 100 day plan. Um, I want to click. All right. So, we're

084going to start by diving into the data sets that we used to create our 100 day plan. Uh we used the forward exam, the fast bridge assessment along with a schoolwide baseline assessment and our infinite campus behavior referrals. Um tonight, we're going to take you through some of the highlights from that data set along with our goals and then share our plans and supports that we have in place. On the next slide, uh it we just included for you some of our student demographics from both last year and this year. Um because we have data in this slideshow from both groups of students. We wanted to kind of give you a preview. Um the board would reflect last year's students and this year's seventh and eighth graders. And then the fast bridge from this fall

085is our current population. So you'll see scores from both. You can click. All right. This first slide is a data set that highlights our ELA data from our forward exam from spring along with our ELA fast bridge. When you look at this um our our same group of students would be our sixth graders from spring which are now seventh graders um in the fast bridge and then our spring seventh graders are now our obviously our current eighth graders. And when you look at those data sets, you're going to notice that those um scores are very a very close um comparison. Um so we can see that there's a a correlation between the forward and fast bridge regards to the ELA data. >> Uh this slideshow goes over math and the comparison of the math forward

086and the fastbridge scores from this fall. Um when our teams analyzed these data sets, we identified two groups of students that were struggling. Um those groups of students were students with disabilities and our e learners. Y those achievement gaps you're going to see um with those two groups across all subject areas. So those are those are going to be a targeted group um for for our goals and our work with students this year as well. All right. Um, one of the things that we wanted to highlight in our data sets as we analyzed our data was our work that we did last year. So last year our collaborative efforts um amongst all of our staff regardless of the content that they taught was they were focusing in on our reading standard one which focuses in

087on um creating a claim, providing textual evidence to support that and then making inferences. So, what you can see is when we've when we combined our efforts as a staff, you're going to notice that our um sixth graders to seventh graders from 24 to 25 grew from 29.4% being proficient to 41.5% being proficient. And our seventh to eighth graders um from the 24 to 25 uh forward went from 28.4% to 77.2% proficient within that standard. So you can see that our collaborative efforts when we hone in all of our efforts um to target student growth uh really does have a huge impact. So that's what we're doing again this year. Um Amanda will share that. So the academic goal for 100 day plan is by the end of a 100 school days 95% of students

088in grades six through eight will demonstrate increased proficiency in making those logical inferences identifying implicit information within the text as measured by our school develop benchmark assessment and increasing their fast bridge score by five points. So, we're looking at the two data measures there. And so, action steps, um, you know, creating that baseline assessment, which we've done in the rubric for those grade levels, um, putting that stuff on a data wall, giving that assessment, going over the data together, uh, with the team, analyzing those findings and, um, sharing that out, making sure we have our targeted skills, um, sharing that with content PLC's to create common formative assessments that are aligned to that. So we can target growth for students, administering those form formative assessments, and then again analyzing data so we can see where

089we're going and continue our progress from those student analysis. When it comes to those formative assessments, teams are then creating plans for their instruction. So um we'll dive into that a little bit in their prof professional practice goal, um which is up here now. So these both of these goals go kind of go hand inand with each other. So the professional practice goal for our staff is by the end of 100 days um given training and coaching PLC teams will use formative and summitative assessment data to ensure learning for all students through their tier 1 and tier 2 instructional practices as measured by our PLC strategies implementation guide and pathways tool. That's a whole multiple there. Um, one of the things that we want to make sure that you have a clear understanding of is

090the difference between formative and sumitative assessments. So, formative assessments when we think about your state standard, um, a state standard is then broken up into some subs skills and content. And a formative assessment will take is like a smaller assessment. A smaller assessment to see the consistent growth over the course of a unit versus a summitive assessment will assess the overall growth within a unit. So, think of it as here's our overarching standard. Our formative is going to um assess progress throughout the unit and then the summitative is like your final assessment. All right. Um in regards to helping our teams, we have prof uh PLC professional development during our inservice week at the very beginning of the school year. We provided a variety of resources um to provide clarity for for teams. One of

091those resources is in your hands right now, which is the PLC playbook that we have put together for for our staff. Um, within there, you're going to notice the strategies implementation guide or that SIG that we mentioned. That's on page four. And you'll see that it's a rubric to guide our team's work and help them progress as a professional learning community. Um, we also provided a pathways tool for teams and that starts on page six, so a couple pages after. This is really a breakdown of those PLC anchor statements, like those non-negotiables that every single team should live by. Um, and it breaks it down to provide questions for teams that they can ask to guide their work. So, let's say they're struggling with an aspect aspect of the PLC process, they can go to

092those tools and look at that one area and see what is what is it that they're really hung up on to help move that team forward. Um, in addition, our PLC teams then obviously are planning for those common formative and summitative assessments while unwrapping standards. They analyze data frequently and and use that data then to determine their next steps for instruction. That might mean that that they're going to do reteing as a whole large group depending on data sets. It might mean that they're going to pull small groups of students to work with them during our intervention and enrichment time that we have built into our middle school day. Uh in addition, uh our admin are giving teams feedback around their PLC's using that SIG. Um and at the middle school level what we did

093is and an administrator is assigned to each PLC team um so that we are there to support their work and we meet with them once a week. And then when it comes to our elective teachers because we share some of our electives um between both buildings we've actually divided and conquered. So Laney and Dana along with the two of us are actually meeting with all of our elective teachers as well. So each elect each team has um one of their administrator administrators working with them as well. We also have a behavior goal but I want to share the behavior data that went into making the decisions for our behavior goals. So through a deep dive into some behavior analysis, we identified that a chunk a big chunk of our behaviors were from disruptive and disorderly

094type behaviors. Um and so those are our biggest areas of concern and uh as those dis basically those types of behaviors disrupt learning in the learning environment. So those are a big flag for us. On the next slide, it um shows a breakdown of our inschool suspension and out of school suspensions. Um we not we did not just look at um each grade level or schoolwide data. We also looked at the breakdown in regards to um how did our number of ISS and OSS compare for students with disabilities versus without disabilities? Um our male and female students along with students of color. Um Some things that came out of that analysis is that we have a high number of suspensions with students with disabilities um along with students of color. And I think the the

095thing for us always to remember is when we have suspensions, it always impacts student learning. It negatively impacts those students because they're out of the classroom and they're not receiving the same type of instruction that they would if they were in the classroom. So that's partially why um we're really honing in on that for our behavior goal. Go ahead, Lori. So the goal is by the end of 100 school days, given training and coaching, 100% of staff will consistently implement classroom expectations and strategies to address disruptive classroom behaviors according to the schoolwide multi-level systems of supports as measured by a decrease in office referrals. And so some action step highlights that we are working um to meet the goal are reviewing our Warhawk way and our code of conduct. Um reviewing the tiered response system

096for common behaviors. We have provided staff with a quick reference guide in regard to those. We have continued professional development including on proactive classroom management, consistent response protocols and practice through role playing with the staff, deescalation strategies. We also have weekly behavior check-ins with house teams. So, um, every Friday our house teams meet and weekly we meet, uh, with admin and counseling to help support students. Um, we give peer feedback through learning walks and we also have the student intervention uh, team that meets to help catch any students that might need some extra support. All right. Additional proactive efforts. Uh each of our team PLC teams um as I had mentioned before has an administrator assigned to them. In addition to that, our PLC teams have our instru our instructional coach working with them and

097partnering up. Um she's also doing some co-eing along with PLC teams have specialists assigned to them as their go-to person when it comes to um thinking about how can we modify our units or our lessons andor tests and so that we can best meet the students needs especially thinking about our students who have disabilities and our EL students. Um, in addition, we talked about our training, our ongoing training for PLC's, um, those resources that we provided, professional de development during our staff meetings that we've mentioned. And then we also have distributive leadership going on through our building um, within our team. So, we have a leadership team that meets uh, approximately probably every month and a half um, to talk over our progress as a whole regarding our 100 day plans. Um they have our

098building intervention team which um Amanda had mentioned that meets weekly um to really support our students who are struggling. Our tier one best practices team is honing in on what are strategies that we can implement right into our general ed classrooms to support students um receiving EL services andor our students with disabilities. So, what are some high impact strategies that will help them in the Jedi classrooms beyond what they're getting um with their specialized instruction? In addition, we have a culture team focusing on um creating a positive culture with it within our staff at Wilson. Our behavior team, which is targeting that work um around our behavior goal, our celebrations team, really hones in on celebrating our student successes. So, every month we have a monthly assembly where we celebrate student success. um and um

099come together for a positive celebration. In addition, we have common efforts around using high impact instructional practices and common language. So last year, as you can tell from our data, um those efforts to create common language amongst staff and the strategies that we're using actually has a positive impact. And then we also have homework help days on Tuesdays and Thursdays after school. And we have a detent a behavior detention on Monday where we give specific um individualized interventions for our children who are struggling either behaviorally andor with attendance. So any questions >> questions? I just a comment. I think Heidi came to us summer talking about and Katie about upping our PLC game >> and tonight was evidenced from both of our buildings um presented that our administrators and our leadership team are really rolling

100their sleeves up on this. >> Um so it's going to be exciting to see in a 100 days um some of the evidence of that really paying off. Appreciate it ladies. >> Thank you for having us. >> Thank you Wilson. I have I have a question. >> Yes, >> sorry. >> Thank you. This is awesome. Madison Wilson, >> absolutely great presentation. Thank you very much. Now, so at the elementary level, is there a crossover between Madison, Monroe, and Stangle and River? Is the crossover plans equal? And the same thing with you guys are you and Washington and consort over these kind of things. Is is this a collaborative plan? You're collecting the same data. Same at the elementary or are you pretty much independent? >> Every building may have chosen like a different based on

101their data what their data is telling them. However, we are all using the same structure. >> Same percentages and same. Okay. >> So, we're we're tackling the PLC's the same. We're giving we're using this. We're >> awesome. >> Trying to provise. >> Excellent. Thanks you guys. Thank you. Thank you. Thanks again. [Applause] So, thank you very much for coming and sharing this and I think um you know you'll see reports from the rest of the buildings and I think it's really important that we connect the work we're doing from our strategic vision and that you're seeing us present to you within our committees of our 100 day plans. What we're really hoping is that you see the fruits of that labor really happening in each of our schools with the leadership that's happening there. And

102I really want to thank um you know um in this particular case Heidi and Katie for their work uh with the administrators at each level both elementary and secondary and our principles doing the hard work uh in the trenches and quite frankly all of our staff who are working very hard to hone in their skills and be reflective and be vulnerable about the data they're looking at and um really doing it in the name of helping kids learn at higher levels. So kudos to everyone. I'm so impressed with the things I'm seeing around the district around um you know moving in a direction where all kids can learn at high levels. >> Thank you. >> All right. New and there's no old business or unfinished business. >> There's unfinished business. >> So we're going to

103new business. Uh personal policy carry. >> Yeah. So, let me let me just find you. >> Um, we had we had two two two issues. Um, God, I can't find it. We had one in which Stacy was Stacy was Stacy was cleaning up the the um the manual. The the >> handbook. >> The what? >> The handbook. Yeah. And um they were they were you know she had done she had already done a fairly comprehensive uh editorial job on that before but then looked back and and and discovered that she'd oh she hadn't included this and hadn't included that. So there was mostly an effort to make everything real inclusive um in terms of of staff staff categories. You got you got this stuff. I'm I don't know why I can't find it. I had

104and this and so uh we need to we need to have a motion. The committee made the motion to to approve this the the the amendments, the editorial changes that Stacy had had submitted to the committee and has been submitted to the board and that the board the board accept and approve with us. >> Yeah. >> Okay. >> We have a motion. Do we have a second? >> Second from David. And these were all um kind of boilerplate things that she had just forgot to include in the manual. So we added them in. >> So we have a motion and a second. >> Yeah. >> Any other discussion? Hearing seeing none. All those in favor say I. >> I. >> Oppos say nay. And that is passed. >> Okay. The second the second issue was

105that there have been two families that have moved into the the um into the district uh with each with a student who requires a one- on-one uh parah uh assistance. Uh we don't have we don't have enough paraprofessionals to to fulfill those needs. So the motion is to add two professional professional st a pair of professional staff people in order to accommodate the needs of these two specific students. >> So move. >> I have a motion. Do I have a second? >> Second by Mr. Ael. Any other discussion on adding the paras for the additional special ed um students that we have hearing? Seeing none. All those in favor say I. I >> post say nay and that passes. Anything else from policy personnel, Mr. Tras? >> No, nothing else. >> Then we'll move on

106to finance, facilities and finance. Mr. Shaw, um we had we don't have to approve the budget information because that was just that was just pretty much information. Um we already did that in our in our earlier meeting. Um, so we approved the preliminary, correct? You don't want another motion on that? >> Yeah, we're looking to uh for a motion to approve the budget that was presented tonight. >> You do? Okay. So, yes, came out of committee to approve the motion that was uh to make a motion to approve it. The proposed budget submitted by business department. I need a motion and a second, please. >> We have a motion to approve the budget that was presented to you tonight. So move >> Mr. Ael with the motion. Do I have a second? >> Second move

107with a second. Discussion. >> Yes. >> Point of information. >> Yes. >> Um should we assume then that we'll be getting an amended one to approve? Yes. We get the final numbers next week. Go by. >> Yeah. I assume this is a placeholder as our current best guess as we fine-tune get closer to the >> Got it. >> Thank you, sir. And this is a roll call vote. >> It's a roll call vote. Okay. Any other discussion before we roll call. >> All right. Let's go ahead with the roll call. >> Christopher >> Hi. >> David Bowman. >> Hi. >> Biff Hansen. >> Hi. >> Anne Holen. >> Hi. >> Mary Loy Bonnik. >> Hi. >> Keith Shaw. >> Hi. >> Harry Tras. >> Hi. >> Budget motion passes. Seven zip. >> Any other discussion

108on budget? No. That brings us to the voucher impact information on tax bill. >> Thank you. >> Came out of the finance facilities committee a motion to bring to the board motion 2 to1 out of committee. Um the resolution would allow a tax bill to be reflect the dollar amount that school vouchers cost taxpayers providing additional transparency and helping the taxpayers understand the full impact of the bill. Um this is patterned after a number of districts again to facilitate transparency and having having the community understand exactly what impact that 18.9% would have from the vouchers on their tax bill. So that came out of committee. Um it was presented to the board by Mr. Ael. Mr. Ael did the work on the resolution which is which you all have. Um, and you have received a

109copy of what that might look like. So, it did come to the committee uh at, like I said, a vote of 2 to1 now brought to the full board. So, I'm making the motion that we accept the resolution that would allow the tax reflect the dollar amount that school vouchers would cost the taxpayer um to be fully impact and stated on their tax bill. >> I have a motion. I have a second. Mr. able with a second and I will give you just take a minute and a half to read over the handout that we gave you. It basically is what we talked about at committee meeting. Chris, do you have any comments? >> Yeah, ju just to clarify for everybody. first of all was super long before and it was way too long and

110that was because I put in everything that every other municipality had used and I thought or every other district excuse me had used and I thought well you know if you're going to let me cut it down I'm going to really cut it down because I think they get too long and and on this document what I want you to understand is two things one is the big green arrow shows you what would be added and the second is the reason this is not a document on our normal system is because while I did get this off the internets, I am not confident that somebody could unredact what's covered here and I don't want to dox anybody. I'm not I'm not trying to deny anybody information. I just wanted you to be able to see

111it, but we we don't want to accidentally leak somebody's information that doesn't want it out. Yeah, it's good. >> Just so you understand why that went that way. >> Other discussion and you have to motion. >> We have a motion second. >> Okay. Thank you. And >> just wondering if we can put the percentage of our budget because we just got that tonight from >> should do that >> from Nathan. 18.9% of the levy >> so 18.9% of the levy's gonna pop into somebody's head. >> Yeah. the 20 almost 20% is not going to NPSD. >> Could we make that a friendly amendment to put >> a friendly amendment to put that percentage on this? >> Sure. Absolutely. I'll accept that amendment. >> Yeah, that's a good idea. >> I agree. That's that's like a

112a trigger number. People are going to remember that rather than a >> a dollar >> an abstract million dollar figure. >> Yeah. >> I'll go accept that amendment. >> Okay. >> Yeah. I I I just want to say that since since it says um include on their property tax bills the portion of the school district levy attributed to capturing state aid. >> Yeah. >> That would mean we can express it as a percentage. There's no there's no reason why we can't. >> We could even do it as both >> 18. >> I would recommend both >> which this year is >> 20%. >> Yes. >> I'm sorry. >> Any other discussion? We have that amendment which is friendly so we don't have to vote on that. Any other discussion on this? >> All right. All

113those in favor say I. >> Post say nay and it passes. >> I have another motion. Mr. Chair. >> Yes. >> Um Mr. Abel has been extremely involved in this not only at the local level but also investigating many many districts at the state level who are going after the same transparency information to their districts. Um so I'd like to make a motion that Mr. Ael represent the Manto public school district board of education when speaking to the city council as a representative of our board. >> I have a motion second from super supervisor Mr. Kerry. What was the county board for a second? >> No, to the city board, not to the county board. >> Need a motion or can Mr. Hansen just a point? >> Pardon me? >> Just for point of discussion.

114Do we really need >> I don't know if we can do a just point somebody. >> It's a good idea. >> You could vote a vote. We could >> You are correct. You could do it either way. >> He could simply appoint it. not comfortable, but just to make sure we cover. >> But if somebody's uncomfortable with it, they should be free to say so. >> Just to cover the bases, let's vote on it. >> All those in favor say I. >> Post say nay. >> The big green arrow, too. >> And I abstained because that seemed tacky. I >> I noticed that you did add and surrounding communities. or or not Harry and it wasn't just >> well that's that's been the standard language >> okay >> we're not going to go talk to

115those communities but normally if you're asking for transparency you'd ask for everybody if they want to do it if they find it super easy the goal is to get as many of the people that are affected by the levy the information and the shortest route to that is to go to the city council and they have final say. I mean, if city council votes it down, it doesn't happen. >> And and thank you all for you're trusting me on this. I will get in touch with the mayor tomorrow to find out procedurally how he'd like me to take the next step. >> Thank you. >> That's it, Mr. Chair. That's it. Um I don't believe there was anything that came out of curriculum that wasn't in the minutes, so we'll cover there. know what happened

116there. Uh remarks, just a couple things and I wish you would have stuck around, but I want you to know that uh Principal Hoffman had a cross country meet last weekend. Um one of the schools had a young man with Down syndrome who was running in the race. He had never finished a race and um but the coach had him participate, which was great. And I my understanding is there was a golf cart that would go next to him and encourage him in the race. about a 3/4 of a mile before the end, he was quitting and our principal went out and ran with him and encouraged him to finish the >> Oh, cool. >> Um, mom was quite emotional at the end and uh it was very cool that uh that's kind of what

117Lincoln has become though, a place that honors everybody. Um Lee did a great job with his speech at WGB. um they're real excited about Manito and what we're doing with Rising Phoenix when you call. >> So that's that's a good thing. Um finally, I'm going to try to do this quick, but one of the things I said early in this endeavor this year was we're going to set the record straight when things come out that Art said correctly about the school district. And uh there was a posting that somebody sent to me um on a social media site um that might be close to us in many ways by the person who posted it, but it had six things that talked about how much money the school district is wasting. And I just want to

118comment on that because it is okay to have opinions that differ from other people. That is fine. That is what this country is. We have freedom of speech. We can disagree, but at some point you have to be able to say this is the fact. And I just wanted to give information from the school board um and the school district that agrees with what was posted on that website. And the first one was the school district hires psychologist. We do hire psychologists, but if we don't have psychologists, we don't have special education classes. Our psychologists look at kids, evaluate kids, and help us get them in the right programs. And this is very personal to me. Um, my daughter went through a great school that loved her and fought to keep her in regular school

119when they were going to transfer her. She went to a middle school that helped her through middle school years. and then went to a high school where she learned how to sing and have fun and become part of that school and was able to walk down the stairs at graduation just like her brother and sister and her mom and dad. And that's because we have psychologist that get kids in classes. So if we spend money on psychologists, we're not wasting any taxpayer money. Second one, we try twice attempted to give oursel money to get paid. Yes, we did talk about that I believe in the last last session of the board and uh we never did that. So, we never spent any money on wages for the school board. >> That's an untruth. Never happened.

120Um board voted to delay the building updates. I think you remember that last year when we got uh uh referendum numbers maybe two years ago, a year and a half ago, we got numbers and they were going to start this whole plan to redo all the schools to save us a million dollars a year because we were going to close start closing schools. We saved a million dollars a year without closing a school because the new superintendent and his staff went through and found ways to save found staff that was no longer needed in certain areas and saved one million plus dollars. Saved it without closing a school and more importantly gave the community a chance for public input on the project. And that'll be reported to us coming up. So we don't waste any

121money putting that project off. In fact, we passed a referendum that was pretty successful in his passage to start repairing some of the schools that we needed to repair. Um we voted to close central office. Yes, we did. But we never said we were going to save a million dollars by closing central office. All right. There might have been savings there. There still might be when we start looking at buildings and the projects that are coming up. Who knows what's going to happen? But we never when not closing this building saved a million dollars. We had never talked about that. 4.4 million over staffing and too many Lincoln High School secretaries. All right. Um, as I said before, we've saved a million dollars in this process that we're going through to look at our buildings

122to redo it. the the going through the staff. If there are extra secretaries at Lincoln High School, I'm sure those positions were all looked at when we started saving money by going through what do we actually need? Um, I trust the people leading this district, our administration, and the people working here that they've done that. Um, and finally, this one there is a little truth to that. It cost us 200,000 in the food program. You don't get reimbursed 100%. However, as Nate told us tonight, your reimbursement comes back by the number of kids who are part of your program. The more kids you have, the more you get reimbursed, and it's it lessens that amount that you're spending out of the taxpayers's pockets. If you remember a couple years ago, our program was stopped >>

123and the people in the community raised their voices and said, "We want that back." And when that came back, more kids participated. It we're still way behind because of that stoppage. We're behind because we stopped the breakfast program in some schools because there wasn't time to do it or places to do it. And you can make a judgment and you can have an opinion if it's right or wrong to feed kids. But I think what we saw from the community when that was stopped community said no. One thing we're going to do here in the Manitoba public school district is make sure that every kid gets a meal and doesn't go home hungry. To add to that story, I had a a gentleman from Manat Talk tell me at the homecoming game that his wife

124used to come home from her grade school position at one of our grade schools hungry every day after school. And he couldn't figure out why she was hungry when she came home. And that's because the teacher was giving her lunch to a young man that needed it. So, we have good people here. We're feeding kids that need it. And if we can get that participation up, it'll close that gap. So, I will continue to watch for misstatements and things that are said against this district because it's a pretty good place to send your kids. Got good staff and good people working here and we're getting better every day. I think we've seen some of that tonight. All right, that's my remarks. Sorry, I rambled a little bit. Uh, future meeting dates, October 21st is the

125WBY meeting, correct? That starts at 4 if you want to go to the workshop. >> Yep. >> In KE. >> Yep. >> Um >> yeah. October 21st next week. Next day, right? >> Ride sharing. If anybody's going >> I'm going and then it's the 22nd. We have a meeting. >> The 22nd is official board meeting for the >> Buildings. Yes. and perhaps a refined budget. >> Levy setting. >> Yeah, I'll make a motion to >> got a motion and a second to adjurnn. That was quick. This is great. I love it. >> What's going on tonight? >> The Brewers. >> Oh, Brewers. >> Oh, God. >> All those in favor say I. I. >> All those oppos say nay. Thank you. Thank you. Thank you. Ladies and gentlemen, we are >> journ